Understanding Spelling Development: Strategies and Assessments

Score for this quiz: 29 out of 35 Submitted Feb 7 at 2:24pm This attempt took 67 minutes. Question 1 1 / 1 pts Identify the incorrect Word-Study Activity below: Making Words and Word Ladders. Word Sorts and Interactive Writing. Proofreading and Dictionary Use. Spelling Tests and High Stakes tests. Question 2 1 / 1 pts Spelling strategies include: Checking spellings of unfamiliar words in a dictionary. Checking spellings of unfamiliar words with a peer. Reading books with unfamiliar words.

Writing familiar words. Question 3 1 / 1 pts You decide to determine a child's stage of spelling development. What steps do you follow? Choose a writing sample, Identify spelling errors, Make an analysis chart, Categorize errors, Tally errors, and Identify instructional priorities. Identify instructional priorities, Choose a writing sample, Identify spelling errors, Make an analysis chart, Categorize errors and Tally errors. Make an analysis chart, Choose a writing sample, Identify spelling errors, Categorize errors, Tally errors, and Identify instructional priorities. Choose a writing sample, Categorize errors, Tally errors, Make an analysis chart, and Identify instructional priorities. Question 4 1 / 1 pts Which item is not a stage of spelling development? Deriving Amending Spelling.

Derivational Relations Spelling. Syllables and Affixes Spelling. Within-Word Pattern Spelling. Question 5 1 / 1 pts Plan, monitor, evaluate, and reflect, are steps: In the reading process. In the Instruction-Assessment cycle. In the writing process. Students need to do to spell better. Question 6 1 / 1 pts What is not a feature of a complete spelling program? Teaching spelling strategies.

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Matching instruction to students' level of spelling development. Weekly reading and writing opportunities. Teaching students to spell high frequency words. Question 7 1 / 1 pts Word sorts allow students to: Decide what words to place in stories. Explore, compare, and contrast word features as they sort a pack of word cards. Explore, compare, and contrast word features as they sort a pack of letter cards. Help contribute to writing. Question 8 1 / 1 pts When assessing the students' stage of spelling development, something we do NOT do is:

Choose a writing sample. Identify spelling errors. Make a spelling analysis chart. Have students complete the spelling analysis chart. Incorrect Question 9 0 / 1 pts In interactive writing, teachers: Place students in pairs so they can write messages to each other. Write the message. Emphasize invented spelling as students collaboratively write a message. Emphasize correct spelling as students collaboratively write a message. Question 10 1 / 1 pts

The QSI is also referred to as the: Quartile Student Investigation. Query - Student - Initiative. Qualitative Spelling Inventory. Quantitative Spelling Inventory. Question 11 1 / 1 pts What is not a spelling strategy? Sound it out. Spelling unknown words by analogy to familiar words. Checking the spelling of unfamiliar words in a dictionary or classroom chart. Cursive writing. Incorrect Question 12

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0 / 1 pts You're working with some students struggling with their spelling. You want them to be better spellers so you decide to: Work in small groups or individually to address specific problems using interactive writing, word sorts and ladders, and informal daily writing focused on high frequency words. Work in small groups or individually on creating new research projects. Working as a whole class with the goal of correcting all the misspellings of the entire class. Use the Developmental Spelling Analysis, Phonological Awareness Literacy Screening, and Qualitative Spelling Inventory to rigorously determine the students' spelling level. Question 13 1 / 1 pts What is a challenge not typically faced by struggling spellers? Speaking. Spelling High-Frequency Words. Relying on the first phonics skills they learned. Handwriting.

Incorrect Question 14 0 / 1 pts In teaching spelling to 4-year-olds, which is not a feature of scribbling? Drawing pictures to accompany words. Writing one or more letters that represent obvious sounds in a word. Spelling names and phrases such as 'I love you' correctly. Using I-pads to add letters and letter-like forms to scribbles. Question 15 1 / 1 pts When assessing the students' stage of spelling development, something we DO is: Ignore the spelling errors. Subtract errors from correct spellings. Categorize the spelling errors.

Report the score on a report card. Incorrect Question 16 0 / 1 pts Which item is incorrect? Helman found that teachers focus their instruction on concepts that confuse English learners because: English has letters, sounds, and words that are written left to right and top down which is more difficult for students whose home languages are not alphabetic. Too much time is spent on long and short vowels since they're pronounced the same across languages. R-controlled vowels are found in many common words and pronunciation often doesn't predict spelling. English learners need to pronounce accented and unaccented syllables differently. Question 17 1 / 1 pts Which item is a spelling assessment tool?

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Teacher examination of reading levels. ABC. Complete Phonological Analysis Inventory. QSI. Question 18 1 / 1 pts The spelling system is also called: Graphophemes. Pollysyllabic. Orthography. The alphabet. Question 19 1 / 1 pts Which item below is NOT a norm-referenced vocabulary test?

Comprehension and Curriculum Test Using Syntax - 3 (CACTUS-3). Peabody Picture Vocabulary Test - 4 (PPVT-4). Expressive Vocabulary Test-2 (EVT-2). Informal Reading Inventories (IRIs). Question 20 1 / 1 pts Students learn words over time. Nagy, (1998) proposed these levels to describe this process: Level 1: Unknown Word; Level 2: Initial Recognition; Level 3: Partial Word Knowledge; Level 4: Full Word Knowledge. Level 1: Unknown Word; Level 2: Initial Recognition; Level 3: Recognition. Level 0: Full Word Knowledge; Level 1: Partial Word Knowledge; Level 2: Some Word Knowledge; Level 3: No Word knowledge. Level 1: Unknown Word; Level 2: Initial Recognition; Level 3: Familiar Word; Level 4: Used-in-language; Level 5: Full Word Knowledge Question 21 1 / 1 pts

"Graph" and "gram" are examples of: Onomatopoeia. Portmanteau. Alphabetization. Root words. Question 22 1 / 1 pts "Berry-bury" and "brake-break" are examples of: Synonyms. Antonyms. Homophones. Root words. Question 23 1 / 1 pts

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In working with English Learners (ELs): French and Spanish speakers already understand transition words and phrases but Chinese and Arabic speakers need to learn them. Tier 1 words are hardest to learn and Tier 3 words are easiest to learn. Tier 2 words are in between. All the Tier 3 words should be learned first, then the Tier 2 words, and then the Tier 1 words. Tier 1 words are the easiest to learn, because ELs often know the word in their own language but may not know the equivalent word in English. Incorrect Question 24 0 / 1 pts Some of your students have taken great interest in the quote "Like flies to wanton boys we are to the gods; they pluck our wings for their sport." You've encouraged them to think more about this phrase because it's a good example of: Literal language because the author us saying we are really like the paparazzi, or 'buzzing flies.' Metaphor because the characteristics of one thing are associated with another using 'like' or 'as'. Figurative language, which uses symbolic meanings.

Idioms because "like flies" is a popular expression in English with phrases such as "dropping like flies." Question 25 1 / 1 pts "Act", "bar", and "drive" are examples of: Spoonerisms. Common words with multiple meanings. Tier 3 words with multiple meanings. Words with only one meaning. Incorrect Question 26 0 / 1 pts Which item is incorrect? Synonyms are words that have nearly the same meaning as other words like cold, cool and chilly.

There are 5 forms of Homonyms. Antonyms express opposite meanings like loud and soft. Homonyms are words that sound alike or are spelled alike such as ate and eight. Question 27 1 / 1 pts A spoonerism is: Personification. Switched sounds in words for humorous effect. "Spork." Hyperbolic. Question 28 1 / 1 pts Beck, McKeown and Kucan (2017) prioritize 3 tiers of words for instruction: Tier A: English Words; Tier B: Latin Words; Tier C: Spanish and French Words.

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Tier 1: One syllable words; Tier 2: Two-Syllable words; Tier 3: Multi-syllable words. Tier 1: Basic Words. Tier 2: Intermediate Words. Tier 3: Advanced Words. Tier 1: Basic Words; Tier 2: Academic Vocabulary; Tier 3: Specialized Terms. Question 29 1 / 1 pts Portmanteaus are: Examples of alliteration. Oxymorons like "jumbo shrimp." Palindromes Fused words like "spork" (spoon-fork). Question 30 1 / 1 pts Etymologies are: Spelled the same forward as backward.

Eponyms, Word histories. Root words. Question 31 1 / 1 pts In your middle school social studies class you are teaching a lesson on word study and you show students how by knowing the word port, they can make the words import, export, deport, and transport. This is a good example of: Using root words and affixes to show how words work. Using root words and affixes to connect to the interests of the class. Using homonyms. Because of the same spelling. Using a mini lesson because the lesson is focused and of short duration. Question 32 1 / 1 pts Which feature is NOT a characteristic of word consciousness?

Hearing the sound of the word in your head, and picturing how to spell it in your mind. Using words skillfully and understanding nuance. A deep appreciation of words and a valuing of them as well as differences between social and academic language. Understanding of the power of word choice and motivation to learn the meaning of unfamiliar words. Question 33 1 / 1 pts Ferris wheel, pasteurization, and sandwich are called: Personification. Oxymorons. Eponyms. Hyperbole. Question 34 1 / 1 pts

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Which item is NOT included in word study activity? Syntactic Feature Analysis. Word Posters. Word Maps. Dramatizing Words. Question 35 1 / 1 pts Words frequently used in language arts, social studies, science and mathematics are called: Primary education. Academic vocabulary. Four tiers of words. Content areas. Quiz Score: 29 out of 35

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