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Reading Test 3
| Question | Answer |
|---|---|
| What is a consonant blend? | Two or three letter sequences that are blended together. Although the letter sounds are blended together quickly, each one is pronouced. |
| What is a vowel digraph? | When two vowels are beside each other in the same syllable the first vowel is sounded as a long vowel and the second is silent. |
| What are the l-blends? | bl, cl, fl, gl, pl, and sl |
| What are the r-blends? | br, cr, dr, fr, gr, pr, and tr |
| What are the s-blends? | sc, scr, sk, sp, st, squ, and sw |
| What is a digraph? | two letters that represent one sound. |
| What are the common consonant digraphs? | sh, ch, th, and wh |
| Consonant digraphs are at the beginning of words are called what? | onsets |
| What does the Syllables and Affixes Stage make use of? | Knowledge of single syllable patterns to identify polysllabic words and how these single syllable patterns influence spelling when adding suffixes to root words. |
| Decoding words is based upon what? | contextual cues, grapho-phonic cues, and structural cues, these cues are interrelated |
| What is structural analysis? | the study of how words are formed or structured with root/base words and affixes. This term means the same as morphemic analysis. |
| What is morphemic analysis? | This has to do with the meaning units in a word. |
| What is an open syllable pattern? | cv coding a long vowel sound |
| What is a closed syllable pattern? | cvc coding a short vowel sound |
| What are affixes? | prefixes and suffixes |
| What is the rule for words with final silent e when adding suffixes? | When adding a suffix beginning with a vowel to a word that ends in an e, the e is usually dropped. |
| What is the exception for words with final silent e when adding suffixes? | If the final e marks a soft g then the e remains on some words to keep the g soft. |
| What is the rule for words with cvc pattern with a single final consonant when adding suffixes? | When adding a suffix beginning with a vowel to a word that ends in one single consonant with a short vowel before it (vc/cvc pattern), the last consonant is usually doubled. |
| What is the exception for words with cvc pattern with a single final consonant? | If the word ends in two consonants as walk and kiss then the ending is just added to the word. |
| What is the rule for words that end in y when adding suffixes? | When adding a suffix to a word that ends with a y preceded by a consonant, the y is changed to an i |
| What is the exception for words that end in y when adding suffixes? | Y is not changed to i when adding ing. |
| What is the rule for forming plurals of nouns that end with f? | The plural of nouns ending in f is formed by changing f to v and adding es. |
| What generalization pairs with barred, fitted, hitter, and canning. | When adding a suffix beginning with a vowel to a word that ends in one single consonant with a short vowel before it, the last consonant is usually doubled. |
| What generalization pairs with calves, shelves, scarves, and elves? | The plural of nouns ending in f is formed by changing f to v and adding es. |
| What generalization pairs with making, coded, driver, and scenic? | When adding a suffix beginning with a vowel to a word that ends in an e, the e is usually dropped. |
| What generalization pairs with busily, happiest, buried, and drier? | When adding a suffix to a word that ends with a y preceded by a consonant, the y is changed to an ic |
| What is an example of a closed syllable? | cit in cit-y |
| What is an example of an open syllable? | ti in ti-ger |
| What do double vowels include? | vowel digraphs, long and short double o, and dipthongs |
| What are examples of double vowels? | pea in pea-cock, paw in paw-nee, and roy in roy-al, and oo in moon and cook |
| What is an example of r-influenced? | cir in cir-cus |
| What is an example of VCe? | ake in bake and, mize in op-ti-mize |
| What is an example of final stable syllable? | ble in ta-ble, and tle in bot-tle. Also tion as in vacation. |
| The two syllable word diet is divided between the what? | between the two vowels and is thus not a double vowel |
| To be a double vowel the two vowels must what? | be in the same syllable and be only one phoneme. |
| In diet the i is long and the e is short therefore what are the syllable patterns? | the first syllable of diet is open and the second syllable is closed.r |
| Words in the vc syllable pattern? | rug, had, slept, pond, hunt, ham, lost, fill |
| Words in the cv syllable pattern? | no, hi, so, go, she, be, me |
| Words in the double vowels syllable pattern? | moon, feet, house, roam, trail, wealth, haul, soil |
| Words in the r-influenced syllable pattern? | farm, born, chart, worm, term, church, thirst, shirt |
| Words in the vce syllable pattern? | cube, these, chose, fine, rose, plane, scrape |
| Words in the final stable syllable pattern? | candle, maple, stumble, table, handle, staple, noodle |
| Each syllable contains how many vowel phonemes and how many vowel letters? | only one vowel phoneme and at least one vowel letter |
| The number of syllables in a word will be the same as the number of? | vowel phonemes |
| The words coat, cake, and through each have? | Two vowel letters but only one vowel phoneme |
| What is the rule for compound words? | A compound word is syllabicated between the two words comprising it. Then divide the words that form the compound following another rule if they have more than one syllable each. |
| What is an example of compound words syllable rule? | book-case, ta-ble-top, o ver-whelm, fare-well |
| What is the rule for CC? | If a two syllable word has two consonants within the word (vccv) the word is divided between those two medial consonants. If the two consonants form a digraph or blen consider them the same as a single consonant for syllabication purposes. |
| What is the rest of the rule for CC? | If there are three medial consonants with two of them as a consonant digraph or blend then keep the digraph or blend together. |
| What is an example of CC syllable rule? | sis-ter, man-ner, prob-lem, cir-cus, twen-ty, o-blige, proph-e-cy, e-lec-tric, mer-chant |
| What is the rule for single medial consonant? | Contrasted with the rule above with two medial consonants are words with one consonant between vowels. The word is divided either before or after the consonant. Visually you cannot know which way. Knowledge of open and closed syllables is necessaryhere. |
| What is the rest of the rule for single medial consonant? | If the first vowel is long then divide before the consonant if the first vowel is short then divide after the consonant. Generally try for a short vowel sound and if that is not a recognizable word then try sounding a long vowel in the first syllable |
| What is an example of single medial consonant syllable rule? | hon-est, cab-in, ba-by |
| What is the rule for ending le? | When the last syllable of the word ends in the letters le then the consonant before the le forms a syllable with the le. |
| What is the rest of the rule for ending le? | This ending syllable is called a syllabic l because l is actually carrying the schwa phoneme and the e is there because every English syllable must have a vowel letter |
| What is an example of rule for ending le? | lit-tle, a-ble, wig-gle, ti-tle |
| What is the rule for affixes? | Words that have an affix (prefix and or suffix) are usually divided between the root or base word and the affixes. If the base word or the affixes have more than one syllable then divide them by the rule that applies. |
| What is an example of rule for affixes? | tire-less, dis-a-gree-a-ble |
| What is the first step in sorting words with two or more syllables? | The number of syllables is the same as the number of vowel sounds. That is vowel phonemes not vowel letters. |
| What is the second step in sorting words with two or more syllables? | Pronounce the word and notice how many syllables it has. If you do not know how to pronounce the word then look for visual clues for syllable patterns such as cvc, cv, vce, vcv, cvvc, etc. |
| What is the third step in sorting words with two or more syllables? | Open and closed syllables are important with this. Consonants are more consistent with how they are sounded. So the pronuncications task is what the vowel sound might be. |
| What is the forth step in sorting words with two or more syllables? | Notice if the word is a compound word or not. If it is the first syllable division will be between the words that make up the compound. |
| What is the fifth step in sorting words with two or more syllables? | Notice if the word has a prefix and or suffix. Usually affixes form seperate syllables and then examine the base or root word for more than one syllable. |
| What is the sixth step in sorting words with two or more syllables? | Look for these patterns in two syllable words: vccv divide between the medial consonants (vc-cv). this will make the first syllable a close syllable pattern and the vowel will be short. In the case of an r as the consonant it may be r-influenced. |
| What is the seventh step in sorting words with two or more syllables? | A strong visual clue is if the word ends in le. the consonant that precedes the le will form a syllable with the le |
| What is the eigth step in sorting words with two or more syllables? | If there are not two consonants within the word then is there one consonant between two vowels. if the first syllable has a long vowel sound then the word is syllabicated after that first vowel to form an open syllable. |
| What is the ninth step in sorting words with two or more syllables? | If the first vowel in the vcv pattern is short then the word is syllabicated after the consonant to form a closed syllable |
| What is the tenth step in sorting words with two or more syllables? | If there are two vowels beside each other notice if they are part of a vowel digraph or complex vowel pattern as "aw" or "au". if so then those would stay together. |
| What is the eleventh step in sorting words with two or more syllables? | if they are both sounded then divide between them as in diet. the di forms an open syllable and the et forms a closed syllable. |
| What does v/cv stand for? | long or open |
| What does vc/v stand for? | short or closed |
| What does vc/cv or vcccv stand for? | medial consonants |
| What generalization applies to these words: aw ful, drow sy, fau cet, sau cer, sau sage? | v v/cv complex vowels |
| What generalization applies to these words: bot tle, cir cle, noo dle, peo ple, ta ble? | c+le |
| What generalization applies to these words: corn cob, hair cut, rail road, tooth ache, work bench? | compound words |
| What generalization applies to these words: di et, li on, po et, ri ot, tri al? | cv/vc |
| What generalization applies to these words: bright ly, cy clist, flaw less, harm less, ill ness, short er, slow ly, pre school, re write, in tra per son al? | affixes |
| What generalization applies to these words: fin ish, lem on, nev er, riv er, vis it, liz ard, plan et, man age, top ic, par ents? | vc/v |
| What generalization applies to these words: e ven, fe ver, fro zen, hu mor, la zy, mu sic, o ver, pi lot, si lent, ti ny? | v/cv |
| What generalization applies to these words: bot tom, con fuse, con trol, em ploy, fin ger, for ty, hap pen, hun dred, ig nore, kit chen, nor mal? | vc/cv or vcccv |
| What are meaning absorbed prefixes? | If you take off what appears to be a prefix the meaning of the word changes so the prefix is said to be absorbed into the word to keep the associated meaning of the complete word. |
| What are non absorbed prefixes? | The prefix is giving a meaning condition to the root which maintains its meaning. |
| What is an example of meaning absorbed prefixes? | premium, prepare, prevent, decline, compete, compound |
| What is an example of non absorbed prefixes? | precook, detour, dethrone, pretest |
| What is an example of a base word with a long vowel? | volcano vol c"a" no, reptile rep t"i"le, divine di v"i"ne |
| What is an example of a base word with a short vowel? | volcanic vol c"a"n ic, reptilian rep t"i"l i an, divinity di v"i"n i ty |
| What is an example of a base word with a long vowel? | compose com p"o"se, compete com p"e"te, admire ad m"i"re |
| What is an example of a base word with a schwa? | composition com p"o" si tion, competition com p"e" ti tion, admiration ad m"i" ra tion |
| What grade and developmental range do you give a primary spelling inventory to? | K-3; Emergent to late within word pattern |
| What grade and developmental range do you give an elementary spelling inventory to? | 1-6; Letter name to early derivational relations |
| What grade and developmental range do you give an upper level spelling inventory? | 5-12; Within word pattern to derivational relations |
| What is a feature guide? | a tool used to classify students' errors within a hierarchy of orthographic features. |
| What is a classroom composite form? | a classroom profile that organizes children into instructional groups by features to be taught within each stage |
| What does a primary spelling inventory consist of? | consist of a list of 26 words that begins with simple cvc words and ends with inflected endings |
| What does the elementary spelling inventory consist of? | consist of a list of 25 increasingly difficult words that begins with bed and ends with opposition |
| What does the upper level spelling inventory consist of? | this inventory combines the former intermediate and upper level inventory into one list of 31 words. these words are arranged in order of difficulty from switch to irresponsible |
| What are the steps to giving a spelling inventory? | Prepare students for inventory, call the words aloud, know when to stop |
| What is a static reversal? | a handwriting error that is the mirror image of the intended letter |
| What is a kinetic reversals? | an error of letter order |
| What is an analytic sort? | word study that divides words into their elemental parts through phonemic, orthographic, and morphological analysis |
| What is a synthetic sort approach? | phonics instruction that begins with individual sounds and the blending of sounds to form words |
| What is phonological awareness? | an awareness of various speech sounds such as syllables, rhyme, and individual phonemes |
| What is phonics? | the systematic relationship between letters and sounds |
| What is a blind writing sort? | a picture or word sort done with a partner in which students who are responsible for sorting cannot see the word. They must instead attend to the sounds and sometimes visualize the spelling pattern to determine the category. |
| What are word families or rimes? | phonograms or words that share the same rime. In the derivational relations stage word families refer to words that share the same root or origin |
| What are homophones? | words that sound alike, are spelled differently, and have different meanings |
| What are homographs? | words that are spelled alike, but have different pronunciations and different meanings |
| What are closed sorts? | word sorts based on predetermined categories |
| What are key words? | words placed at the top of each category in a word sort. act as headers for each column and can be used for analogy |
| What are open sorts? | a type of picture or word sort in which the categories for sorting are left open. students sort pictures or words into groups according to the students own judgment. useful for determining what word features are salient for students |
| What are word hunts? | a word study activity in which students go back to texts they have previously read to hunt for other words that follow the same spelling features examined during the word or picture sort |
| What are phonics readers? | beginning reading books written with controlled vocabulary that contain recurring phonics elements |
| What is automaticity? | refers to the speed and accuracy of word recognition and spelling. the goal of word study instruction and frees cognitive resources for comprehension |
| What are speed sorts? | pictures or words that are sorted under a timed condition. |
| What is beat-the-teacher speed sort? | students practice their word sorts all week to increase the speed of their categorization processes. their speed and accuracy are tested by trying to tbeat the teacher who also sorts the same set of words into the same catefories. encourage automaticity |
| What is cut and paste? | a variation of picture sorting in which students cut out pictures from magazines or catalogs and paste them into categories |
| What are sound boards? | charts used by letter name-alphabetic spellers that contain pictures and letters for the basic sound symbol correspondences |
| What is circle time? | group work conducted under the teacher's direction |
| What is seat work? | school work that is completed at the student's own desk. usually on student's independent level and is usually assigned for practice |
| What is center times? | work completed independently in prepared areas within a classroom |
| What do students do correctly in the early syllables and affixes stage | blends, digraphs, short vowels, vowel patterns in one syllable words, complex consonant units in one syllable words, spell known sight words correctly |
| What do students use but confuse in the early syllables and affixes stage? | ambiguous vowels, consonant doubling and e-drop, syllable juncture: open and closed syllable patterns |
| What is absent in the early syllable and affixes stage? | few things are completely missing, occasional deletion of reduced syllables: diffrent for different, doubled consonant of absorbed prefixes |
| What do students do correctly in the middle syllables and affixes stage? | blends, digraphs, short vowels, vowel patterns in one syllable words, complex consonant units in one syllable words, spell known sight words correctly, doubling and e drop with inflected endings, syllable juncture: open and closed syllable patterns |
| What do students use but confuse in the middle syllables and affixes stage? | vowel patterns in accented syllables, unaccented final syllables |
| What is absent in the middle syllables and affixes stage? | doubled consonant of absorbed prefixes |
| What do students do correctly in the late syllables and affixes stage? | blends,digraphs,short vowels,vowel patterns in one syllablewords,complex consonant units in one syllable words,known sight words,doubling & e drop w/ inflected endings,syllable juncture,open & closedsyllable patterns,vowel patternsin/un accented syllables |
| What do students use but confuse in the late syllables and affixes? | some suffixes and prefixes: attension for attention, pertend for pretend, reduced vowel in unaccented syllables |
| What is absent in the late syllables and affixes? | doubled consonant of absorbed prefixes |
| What is the spelling meaning connection? | words that are related in meaning often share the same spelling despite changes in pronunciation from one form of the word to the next |
| What is structural analysis? | the process of determining the pronunciation and/or meaning of a word by analyzing word parts including syllables, base words, and affixes |
| What are inflectional endings? | suffixes that change the verb tense |
| What are the changes to the cvvc and cvcc base words when adding inflectional endings or other suffixes that start with a vowel? | +ing=no change (looking, walking); +ed or er= no change (looked, walked); +s=no change (looks, walks) |
| What are the changes to the cvc base words when adding inflectional endings or other suffixes that start with a vowel? | +ing=double final letter (batting); +ed or er=double final letter (batter); +s=no change (bats) |
| What are the changes to the cvce base words when adding inflectional endings or other suffixes that start with a vowel? | +ing=drop final -e (raking); +ed=drop final -e (raked); +s=no change (rakes) |
| What are the changes to the words that end in a consonant +y when adding inflectional endings or other suffixes that start with a vowel? | +ing=no change (crying); +ed or er=change y to i (cried); +s=change y to i and add es (cries) |
| What are the changes to the words that end in a vowel +y when adding inflectional endings or other suffixes that start with a vowel? | +ing=no change (playing); +ed or er=no change (played); +s=no change (plays) |
| What are the changes to two syllable words accented on second syllable words when adding inflectional endings or other suffixes that start with a vowel? | +ing= follow all other rules except words that end in a c (admitting, inviting, applying, enjoying); +ed or er= follow all rules except words that end in a c (admitted, invited, applied, enjoyed); +s= see above (admits,invites, applies, enjoys) |
| What are the changes to words that end in a c when adding inflectional endings or other suffixes that start with a vowel? | +ing=add a k (panicking); +ed or er=add a k (panicked); +s=no change (panics) |
| What are open syllables? | ends with a long vowel sound |
| What are closed syllables? | ends with or is closed by a consonant sound. contains a short vowel sound that is closed by two consonants |
| What type of syllable juncture pattern is vccv? | closed (skipping, button, rubber, chapter, window) |
| What type of syllable juncture pattern is v/cv? | open (lazy, coma, beacon, bacon) |
| What type of syllable juncture pattern is vc/v? | closed (river, robin, cover, planet) |
| What type of syllable juncture pattern is vcccv? | closed (laughter, pilgrim, instant) |
| What type of syllable juncture pattern is vv? | open (create, riot, liar) |
| What are ambiguous vowels? | a vowel sound represented by a variety of different spelling patterns or vowel patterns that represent a wide range of sounds |
| What are unaccented syllables? | unstressed syllables. the final unstressed syllable in words such as label and doctor have no distinct vowel sound |
| What is the schwa sound? | a vowel sound in english that often occurs in an unstressed syllable, such as the uh sound in the first syllable of the word above |
| What is a base word? | a word to which prefixes and/or suffixes are added |
| What are derivational affixes? | affixes added to base words that affect the meaning |
| What are free morphemes? | meaning units of language that stand as words |
| What are bound morphemes? | meaning units of language that cannot stand alone as word |
| What stage are plural endings -s and -es (books/dishes) studied? | Early Syllables and Affixes |
| What stage are unusual plurals (goose/geese) studied? | Early Syllables and Affixes |
| What stage are compound words (pancake, sidewalk) studied? | Early Syllables and Affixes |
| What stage are inflectional endings-sort by sound of -ed suffix, doubling, e drop, no change, and change final y to i and add -ed or -s (walked, wagged, shouted, stopping, stopped, skating, walking) studied? | Early Syllables and Affixes |
| What stage are review ambiguous vowels in one syllable words: /o/ and /ou/ (haul, straw, thought, mountain) studied? | Early Syllables and Affixes |
| What stage are open and closed syllables- cvvc doublet at juncture, vccv different consonants at juncture, v/cv open with long vowel, vc/v closed with short vowel, vcccv blend or digraph at juncture (button, window, bacon, river) studied? | Middle Syllables and Affixes |
| What stage are vowel patterns in accented syllables--common vowel patterns in accented syllable, less common and ambiguous vowels in accented syllables (pilgrim, lonely, prepare, repair) studied? | Middle Syllables and Affixes |
| What stage is final unaccented syllables (beggar, culture, measure) studied? | Middle Syllables and Affixes |
| What stage is two syllable homophones (pedal, petal, peddle) studied? | Middle Syllables and Affixes |
| What stage is two syllable homographs (rebel, rebel) studied? | Middle Syllables and Affixes |
| What stage is special consonants in two syllable words (written, knuckle, dolphin, laughter, question) studied? | Middle Syllables and Affixes |
| What stage is simple prefixes and base words (unlock, nonfiction, misfire, bicycle) studied? | Late Syllables and Affixes |
| What stage is simple suffixes (jumpy, graceful, penniless) studied? | Late Syllables and Affixes |
| What are derivational relations? | the last stage of spelling development in which spellers learn about derivational relationships preserved in the spelling of words. |
| What are absorbed or assimilated prefixes? | the spelling and sound of the consonant in a prefix has been absorbed into the spelling and sound at the beginning of the base or root to which the prefix is affixed |
| What is morphemic? | refers to morphemes or meaning units in the spelling of words such as the suffix ed which signals past tense or the root graph in the words autograph or graphite |
| What is spelling-meaning connection? | words that are related in meaning often share the same spelling despite changes in pronunciation from one form of the word to the next. |
| What are students able to do correctly in the Early Derviational Relations in spelling? | spell most words correctly, vowel patterns in accented syllables, doubling and e drop at syllable juncture |
| What do students use but confuse in the Early Derivational Relations in spelling? | unstressed vowels in derivationally related pairs, suffixes and prefixes, other spelling meaning connections |
| What is absent in the Early Derivational Relations in spelling? | no features are completely absent |
| What do students able to do correctly in Middle Derivational Relations in spelling? | Spell most words correctly, vowel patterns in accented syllables, doubling and e drop at syllable juncture, common latin suffixes and prefixes |
| What do students use but confuse in the Middle Derivational Relations in spelling? | Some silent letters, greek and latin elements |
| What is absent in the Middle Derivational Relations in spelling? | no features are completely absent |
| What do students do correctly in the Late Derivational Relations in spelling? | Spell most words correctly, vowel patterns in accented syllables, doubling and e drop at syllable juncture, common latin suffixes and prefixes |
| What do students use but confuse in the Late Derivational Relations in spelling? | absorbed prefixes, advanced latin suffixes, foreign borrowing |
| What is absent in the Late Derivational Relations in spelling? | no features are completely absent |
| What is an example of a consonant alternations silent/sounded? | sign/signal |
| What is an example of a consonant alternations t to sh? | connect/connection |
| What is an example of a consonant alternation k to sh? | music/musician |
| What is an example of a consonant alternation k to s? | critic/criticize |
| What is an example of a consonant alternation s to sh? | prejudice/prejudicial |
| What is an example of a vowel alternation long to short | crime/criminal |
| What is an example of a vowel alternation long to schwa? | compete/competition |
| What is an example of a vowel alternation schwa to short? | local/locality |
| What is studied in the suffix study? | the addition of sion, tion, ian to basewords |
| What is studied in the consonant and vowel alternations stage in the derivational relations stage? | Consonant alternations, vowel alternations, and suffix study |
| What is studied in the greek and latin word elements in the derivational relations stage? | greek number prefixes, greek roots, latin roots, latin and greek prefixes, greek suffixes |
| What is studied in the predictable spelling changes in the predictable spelling changes in consonants and vowels in the derivational relations stage? | t to sh, t to s, d to zh, sh to s, long to short, long to schwa |
| What is studied in the advanced suffix study in the derivational relations stage? | able/ible, ant/ance, ent/ence, consonant doubling and accent |
| What is studied in the absorbed prefixes study in the derivational relations stage? | prefix + base word, prefix+ word root |
| What is a consonant alternation? | the process in which the pronuncitation of consonants changes in the base or root of derivationally related words, while the spelling does not change |
| What is a vowel alternation? | the process in which the pronunciation of vowels changes in the base or root of derivationally related words, while the spelling does not change. |
| What is etymology? | the study of the origin and historical development of words |
| When adding a suffix to a word that ends in y what happens to the y and with what condition? | when adding a suffix to a word that ends with a y preceded by a consonant, they y is changed to an i. when adding a suffix to a word that ends with a y preceded by a vowel the y is not changed. |
| What is a morpheme? | the meaning units in a word |
| What is the connection between base words and morphemes? | free morphemes have to do with root and base words |
| What is the connection between affixes and morphemes? | bound morphemes have to do with affixes |
| Is tig er syllabicated correctly? Why or why not? | No; because ti is an open syllable; therefore should be ti ger |
| Is teach her syllabicated correctly? | No; ch cannot be divided; base word/affix therefore should be teach er |
| What is the relationship between the vowel phonemes in a word and the number of syllables? | They are the same |
| Which vowels take the schwa sound? Will they be in stressed or unstressed syllables? | a,e,i,o, and u; unstressed syllables |
| When is the final consonant doubled when adding a suffix? | when adding a suffix beginning with a vowel to a word that ends in one single consonant with a short vowel before it, the last consonant is usually doubled |
| What is a spelling inventory? | a spelling test that progressively gets harder so that we can see what level the student is at |
| What is the difference between a vowel digraph and a dipthong? | a vowel digraph is when the first vowel is long second vowel is silent a dipthong is when two vowels blended together receiving one stress |
| What term does the text use to describe the instructional level? | use but confuse |
| After a teacher has given a spelling inventory to the students what happens next? | a classroom composite to feature guide for primary spelling inventory and spelling-by-stage classroom organization chart is completed. |
| What does a spelling-by-stage classroom organization organization chart do? | they serve to group the students with like skills levels and needs for developmental appropriate word study instruction. |
| What is the most effective method for direct teaching of word identification skills and is in keeping the best teaching practices? | Spelling inventory and spelling-by-stage classroom |
| What would the spelling of a student at the early syllables and affixes stage look like? | initial and final consonants, short vowels, digraphs, blends, long vowels, other vowels; use but confuse-inflected ending and syllable junctures |
| Can you count the number of syllables in a word? | Yes count the number of vowel phonemes |
| Can you count the number of morphemes in a word? If so, how? | yes; count by affixes and base words- same as counting morphemic analysis |
| What are the core principles of the syllables and affixes stage? | inflected meanings |
| Are prefixes and suffixes (affixes) usually accented or not accented? | not accented |
Created by:
rahenson