Quiz 4 Developing Fluency
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School
Liberty University *
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Course
554
Subject
Linguistics
Date
Feb 20, 2024
Type
docx
Pages
16
Uploaded by AmbassadorTigerMaster740
Score for this quiz:
34
out of 35
Submitted Feb 10 at 10:17pm
This attempt took 78 minutes.
Question 1
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What is a challenge not typically faced by struggling spellers?
Speaking.
Spelling High-Frequency Words.
Relying on the first phonics skills they learned.
Handwriting.
Question 2
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What is not a feature of a complete spelling program?
Teaching spelling strategies.
Matching instruction to students' level of spelling development.
Weekly reading and writing opportunities.
Teaching students to spell high frequency words.
Question 3
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What is NOT a stage of spelling development?
Emergent.
Derivational relations.
Within-word patterns.
Beginning.
Question 4
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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 5
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Invented spelling:
Is problematic because students learn bad habits.
Is useful because students grow in phonemic awareness.
Demonstrates educational innovation and spelling.
Supports the reading process.
Question 6
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Which item is not a stage of spelling development?
Deriving Amending Spelling.
Derivational Relations Spelling.
Syllables and Affixes Spelling.
Within-Word Pattern Spelling.
Question 7
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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.
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Question 8
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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 9
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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.
Question 10
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In PALS: Spelling subtest, students:
Hear sounds in CVC words.
Make friends by spelling words together.
Write sounds they hear in VCV words.
Write sounds they hear in CVC words.
Question 11
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The DSA is also referred to as the:
Diverse Spelling Assessment.
Developmental Spelling Analysis.
Differentiated Student Analysis.
Differentiating Student Assay.
Question 12
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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.
Question 13
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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.
Question 14
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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.
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Use the Developmental Spelling Analysis, Phonological Awareness Literacy Screening, and Qualitative Spelling Inventory to rigorously determine the students' spelling level.
Question 15
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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 16
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Spelling strategies do NOT include:
Segmenting the word and spelling each sound.
Spelling unknown words by analogy.
Applying affixes to root words.
Only using root words to obtain mastery.
Incorrect
Question 17
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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 18
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Sea-see
and
right-write
are examples of:
Homophones.
Commaphones.
Inflectional endings.
Phonological awareness.
Question 19
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"Act", "bar", and "drive" are examples of:
Spoonerisms.
Common words with multiple meanings.
Tier 3 words with multiple meanings.
Words with only one meaning.
Question 20
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"-Ful/hopeful" and "-ward/forward/homeward" are examples of:
Anti-fixes.
Tier 3 words.
Prefixes.
Suffixes.
Question 21
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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.
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Question 22
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You notice that your middle grades students seem to learn all sorts of new words all the time and you want them to continue that trend. You decide to create some tasks that will support their effort. What would be good ones to include?
Independent reading because reading is the largest source of vocabulary learning for older students.
Reading aloud to students because if you don't read it for them they won't read it.
Independent reading because they will only read what they like.
Informal Reading Inventories, because that's the only norm-referenced assessment for middle grades.
Question 23
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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.
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 24
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A student's interest in learning and using words is called:
Word wall.
Vocabulary.
Word consciousness.
Tier 3.
Question 25
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"Graph" and "gram" are examples of:
Onomatopoeia.
Portmanteau.
Alphabetization.
Root words.
Question 26
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Portmanteaus are:
Examples of alliteration.
Oxymorons like "jumbo shrimp."
Palindromes
Fused words like "spork" (spoon-fork).
Question 27
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Etymologies are:
Spelled the same forward as backward.
Eponyms,
Word histories.
Root words.
Question 28
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A spoonerism is:
Personification.
Switched sounds in words for humorous effect.
"Spork."
Hyperbolic.
Question 29
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pts
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.
Question 30
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What is a procedure recommended by Graves (2016) to help students figure out the meaning of a new word?
Ask a peer.
Ask the teacher.
Reread the sentence containing the word.
Ask a parent.
Question 31
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Words frequently used in language arts, social studies, science and mathematics are called:
Primary education.
Academic vocabulary.
Four tiers of words.
Content areas.
Question 32
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pts
Which item is NOT included in word study activity?
Syntactic Feature Analysis.
Word Posters.
Word Maps.
Dramatizing Words.
Question 33
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"Un/happy" and "micro/scope" are examples of:
Tier 3 words.
Anti-fixes.
Suffixes.
Prefixes.
Question 34
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"Berry-bury" and "brake-break" are examples of:
Synonyms.
Antonyms.
Homophones.
Root words.
Question 35
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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."
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