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Early Readers
Short Vowels
Soft sound
Early Readers
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1
Soft sound
cent, city, giant, gentleman
produced with one long continuous breath or makes a hissing sound
2
Short Vowels
a-apple e elephant i igloo o octopus u umbrella
taught with word families
introduced when children are developmentally read to learn them
Short difficult to learn and harder to hear
3
When choosing leveled text, beginning readers need:
Texts need to be written at their independent reading levels
Doing so builds automaticity and reading fluency
Reinforcement of knowledge of phonics and sight words already taught
Lots of practice reading a variety of texts
4
Phonics elements are intro according to their utility for beg readers& according to their frequency of use in word
True
False
5
Which of the following common English letter combos would be most appropriate for a first grade T to intro first?
ir
th
oi
kn
6
Guided reading is an approach to comprehension and language study where small groups read books@their instructional lvl
True
False
7
Environmental print, multimedia, newspapers, magazines, menus, brochures and variety of texts add authenticity2wordstudy
False
True
8
Guided reading observations & teaching, behaviors to notice teach & support
points only at difficult word, known parts
controls directionality and word-by-word matching with eyes
Self-corrects using cueing system
Searches for understanding/rereads to confirm
9
Digraphs
Two letters that come together to represent a single or new sound
vowel digraphs: ai, ay, oa, ee, ea
ch, ph, sh, wh, ng
does not correspond to the written letters
10
When a T begins a classroom library, they should remember to:
Focus on material that S are familiar with and want to learn about
Include varied and balanced collection of age app fiction and inform materi
include a majority of informational texts
make sure text is at S instructional levels
11
Which of the following would be most imp to consider when selecting "leveled texts" for use in assess and guided reading
The texts should req readers to useproblem-solving to connect text toillust
The texts should feature a range ofpunctuation and context-specificvocab
The texts should emphasize use ofliterary language and dialogues.
The texts should use repeated wordsand natural oral language structures.
12
1st grade: T notices ELL leaves off word engings - read straw instead of straws, how should T address error?
Provide S with a more simple text to read
Ask S understands how endings change menaing of words, provide visual or ex
Stop S after each error, have S say word correctly several times
After done reading, explic point 2each error & discuss what would makesense
13
Early reader-writers should be developing command over the following:
Base words, root words, prefixes, suffixes
syllables, possesives
contractions, compound words
inflected endings (-s, -es, -ed, -ly)
14
Schwa is an unstressed vowel sound that makes a lazy "a" sound or ah - /a/ "around" /o/ "custom"
True
False
15
There is no cutoff point as to when an emergent reader beocmes a full-fledged early reader
True
False
16
Structural Analysis
Ability to breakdown multisyllabic words into meaning bearing parts
Meaning associated w/morpheme contributes to the overall meaning of word
Students learn to break words into morphemes
17
Early Reader-Writer begin to:
look for patterns in words (word families)
begin to notice how words are structured differently
devote more cognitive resources to compprehension
18
Why is it important for a T to read aloud to students every day?
Encourages S to be indp readers and allows focus on read aloud
Allows T to share their interests
T shares joy of reading and provies expo to vocab that S may not encounter
Then students dont waste time decoding for themselves
19
Hard sound
g in gut and golf
its how the tongue nears soft palate and constricts air and sound stops
c in cup makes a /k/ sound
20
Applying consistent phonics generalizations to decode common words is a foundational decoding skill app for beg readers
False
True
21
Trigraphs
nth, sch, scr, shr
does not correspond to written letters
vowel trigraphs: eau in beautiful
Three letters that come together to represent a single or new sound
22
Sight Words
Regularly occuring words
make up 50-70% of most early reader texts
any word recognized immediately, regular or irregular, in spelling
23
Blends
when vowels pair or slide together are are termed dipthongs
consonant pairs like bl- and -nd
Consonant pairs, you can hear the letters as you say them
24
The main goal of a guided reading lesson is comprehension
False
True
25
Readers use variety of strategies to infer a word's pronounciation & meaning: context clues phonics &structural analysis
False
True
26
Which students would benefit from developing structural analysis skills?
Students reading at grade level only
All benefit from SA and increasing understanding of how words work
Advanced in phonics skills but struggle with decoding multisyllabic words
Students reading at least one level below above grade level
27
Understanding how to structurally analyze or deconstruct multisyllabic words assists reader in pronouncing and decoding
True
False
28
1st G: which activites would be most important to include on a daily basis for reading instruction for develop readers
Emphasize listening to and producing rhyming, aliteration, word play
Promote develop of decoding and word analysis skills
Activities that introduce students to basic concepts about print
Emphasize memorization of grade lvl approp sight words
29
What is the best rationale for incorporating spelling instruction into a first grade reading program?
Supports word recog by S learn and retain common phonics patterns
Spelling introduces new words to build vocab
It simplifies reading process by focusing on limt set of decode rules
Promotes phonemic awareness by teaching S to break words into onsetsrimes
30
Leveled texts are series of texts constructed using controlledvocabulary and syntactic structures.
True
False
31
As proficiency in analyzing a word's structure, it is critical:
to teach S to be cognizant of internal dialogue
T directly models and teaches thought process
S: "What will help me read/write this word?"
to teach S to ? oneself when approaching challenging multisyllabic words
32
1st G: T can most effectively support devl of rapid automatic word recog by first teaching S to:
look up unfamiliar words in dictionary
Apply consistent phonics generalizations in common words
use context clues to determine meaning of words
identify the constituent parts of multisyllable words
33
Phonics terms:
Silent e
irregularities & other oddities
34
Which of the following statements best describes how oral vocab knowledge is related to the process of decoding written?
Reader must have extenisve oral vocab know to learn decod processes
Reader oral vocab know allows read to derive meaning as decode writtenwords
Reader applies deco skills to unfam written words to increase oral vocab
Readers oral vocab know is dependent on development of strong decodingskill
35
1st G: T wants to scaffold a literacy activity involv text to self conn. Which would be most effective:
Show S few structural analysis strategies
None of the above
Ask S to complete a Venn diagram with a partner
Have S underline vocab they connect with & have them write sentences
36
1st G: T encourages beg readers to write their own cpations beneath drawings. This practice leads to:
S development of phonics knowledge reinforced as experi with own spelling
Students lose interest due to frustration with spelling
S overall reading profic will be adversely affected
S will develop strong auto word recog skills from interaction with print
37
Matching S to appropriate-level texts is key to providing beginning readers with effective practice opportunities.
False
True
38
Vowels are sneaky
Sound different in accented and unaccented syllables
handle has two syllables first syllable is spoken louder second is softer
R-controlled vowel - car, for, bird
Y somtimes functions as a vowel - very - ver + y
39
Early readers move from one-to-one matching with simple texts to develop proficiency in the following skills & strats:
using a variety of strategic actions to help solve words
Mointor for meaning and structure; visual information
reread at points of difficulty to access meaning/structure
rereading easy books (familiar) to practice phrasing & expression
40
Phonics
supports EARLY reader-writer language
Relationship between phonemes and graphemes
must be delivered in the context of meaningful, continuous text
Emergent dont understand phonics until after they have begun to write &read
41
Silent e
When a short word ends in an e, first vowel typically makes its sound (long
when two vowels go walking, the first one does the talking
e is silent at the end of the word - make, stripe, note
42
Which best describes relationship between word decoding and reading comprehension in a beg readers development
Reading comp skills directly facilitate develo of decoding skills
Rapid auto decod skills help devel reading fluency and comprehension
Decoding skills and reading comp skills develop independently of one anothr
Devel of decoding skills is secondary to reading fluenc and comp skills
43
Lvld texts share many of the same vocabulary words&follow basic syntactic structures, which grad increases in difficulty
True
False
44
Electronic reading books are advantageous for beg or struggling readers primarily because this type of comp software:
mini the focus on written text byusing sound effects& voices toconvey mean
provides students with models of goodreading practices and habits.
scaffolds learning by providing a highlevel of interactivity.
helps students develop familiaritywith reading from a computer screen.
45
Understanding how to struct analyze or deconstruct multisyllabic words assists S in comp the context when a word is used
False
True
46
Phonics terms:
Consonants & vowles
dipthongs
blends
digraphs&trigraphs
47
Scaffolding supports students in all steps of learning: T model think alouds, have students try it out, come back whole
True
False
48
Long vowels say their name such as the e in tree
True
False
49
Early readers develop proficiency in the following skills/strategies:
apply phonetic principles
continue to build word knowledge and sight word vocab
Retell and write about what they read
50
A student who has mastered which of the phonological skills is best prepared for explicit phonics instruction?
Being aware that a word is made up of one or more phonemes
Being able to segment and blend a word's phonemes
Being aware that words can be divided into syllables
Being able to separate a word's onset and rime
51
What would be most important to consider when selecting leveled texts for assess & guided reading w/ beg levl readers
Text should require readers to use problem solving to connect text to illus
Texts should emphasize use of literary lang and dialogues
Texts should feature a range of punctuation and context spec vocab
Text should use repeated words and natural oral lang structures
52
Word study should be built into reading routines by engaging students in a variety of games and activities to practice
True
False
53
Dipthongs
oy in boy oi in oil
comes from the Greek
starts as one vowel slides on over to the other vowel
Sound made by combining two vowels,
54
The four essential components of a guided readong lesson:
discussion and instruction
link:T links learning points from lesson to th ebook
Book/text introduction
read with coaching
55
Consonants
they are reliable - make the sound we expect
children hear consonant sounds in words before vowel sounds
B C D F G H J K L M N P Q R S T V W X Y Z
56
When developing a S ability to analyze morphologically complex words, what list would be effective to intro struct analy
pretest retest, tested, testing
begin, began, begun, became
car, far, jar, bar
cough, bough, though, dough
57
Early reader observable behavior
Easily uses letter-sound relationships to decode words
Identifies word familes, may decode by analogy
Automatically recognizes roots and affixes. Decodes and stores sight words
Forms letters and words on paper to tell a story
58
Structural analysis think meaningful parts of words - base/root, prefix,suffix, affix, inflections
False
True
