KPEERI Exam Study Guide 2023 Questions and Answers
with complete solution
A word part that contains a vowel or, in spoken language, a vowel sound
syllable
Two or more consecutive consonants which retain their individual sounds
consonant blend
Two consecutive consonants that represent one phoneme, or sound
consonant digraph
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.
context clues
Sounds that can be held for several seconds without distortion
continuous sounds
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.
Coordinated Instructional Sequences
Instruction that builds upon previously learned concepts.
Cumulative Instruction
Text in which a high proportion of words comprise sound-symbol relationships
that have already been taught.
Decodable Text
These words contain phonic elements that were previously taught.
Decodable Words
A prefix or suffix added to a root or base to form another word (e.g., -un in
unhappy , -ness in likeness).
Derivational affix
The matching instruction that can meet the different needs of learners in a given
classroom.
Differentiated Instruction
(Keyword: different)
A group of two consecutive letters whose phonetic value is a single sound
(e.g., /ea/ in bread; /ch/ in chat; /ng/ in sing)
Digraph
(Remember the word digraph has a digraPH)
A vowel produced by the tongue shifting position during articulation; a vowel that
feels as if it has two parts, especially the vowels spelled ow, oy, ou, and oi.
,Dipthong
(Remember the sentence, "wOW, yOU look good in that thong (diphthong)! :)
The teacher defines and teaches a concept, guides students through its
application, and arranges for extended guided practice until mastery is achieved.
Direct Instruction
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.
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).
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.
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.
Editing
A framework used during phonemic awareness instruction. These are sometimes
referred to as Sound Boxes. When working with words, the teacher can draw one
box per sound for a target word. Students push a marker into one box as they
segment each sound in the word.
Elkonin Boxes
The skills, knowledge, and attitudes that are developmental precursors to
conventional forms of reading and writing.
Emergent Literacy
The ability to translate language into print (writing) is ____________.
Encoding
(Remember prefix en- means "put into", you are putting sounds into print).
Students whose first language is not English and who are in the process of
learning English.
English Language Learner
The origin of a word and the historical development of its meaning is called
________________.
Etymology
This type of instruction is step-by-step, and the actions of the teacher are clear,
specific, direct, and related to the learning objective.
Explicit Instruction
(Remember, explicit means something is "expressed clearly")
,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.
Expository text
(Remember, Expository is writing that seeks to EXplain and Inform)
Language that is spoken.
Expressive Language
Language that departs from its literal meaning (e.g., The snow sparkled like
diamonds; That child is a handful.).
Figurative meanings
What are the 5 components of Reading?
Phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Grouping students according to shared instructional needs and abilities and
regrouping as their instructional needs change. Group size and allocated
instructional time may vary among groups.
Flexible grouping
Words of one syllable, ending in "f", "l", "z" or "s" - after one vowel is called the
______________ ______________.
Floss/ SAMMY Rule
The ability to read a text accurately, quickly, and with proper expression and
comprehension.
Fluency
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.
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
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...
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.
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.
, 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.
Graphic Organizers
The relationship between letters and phonemes.
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.
Guided Oral Reading
Students practice newly learned skills with the teacher providing prompts and
feedback.
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).
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.
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).
Homograph
-same spelling, different meaning and may have a different pronunciation
(Remember- Homographs are always spelled the same, so remember the ending "-
graph," which is a Greek root meaning "writing.")
"When the teacher WRITES with a pencil, she needs LEAD to LEAD instruction"
Lead= graphite
Lead=guide
Words that sound the same but are spelled differently (e.g., cents/sense,
knight/night).
with complete solution
A word part that contains a vowel or, in spoken language, a vowel sound
syllable
Two or more consecutive consonants which retain their individual sounds
consonant blend
Two consecutive consonants that represent one phoneme, or sound
consonant digraph
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.
context clues
Sounds that can be held for several seconds without distortion
continuous sounds
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.
Coordinated Instructional Sequences
Instruction that builds upon previously learned concepts.
Cumulative Instruction
Text in which a high proportion of words comprise sound-symbol relationships
that have already been taught.
Decodable Text
These words contain phonic elements that were previously taught.
Decodable Words
A prefix or suffix added to a root or base to form another word (e.g., -un in
unhappy , -ness in likeness).
Derivational affix
The matching instruction that can meet the different needs of learners in a given
classroom.
Differentiated Instruction
(Keyword: different)
A group of two consecutive letters whose phonetic value is a single sound
(e.g., /ea/ in bread; /ch/ in chat; /ng/ in sing)
Digraph
(Remember the word digraph has a digraPH)
A vowel produced by the tongue shifting position during articulation; a vowel that
feels as if it has two parts, especially the vowels spelled ow, oy, ou, and oi.
,Dipthong
(Remember the sentence, "wOW, yOU look good in that thong (diphthong)! :)
The teacher defines and teaches a concept, guides students through its
application, and arranges for extended guided practice until mastery is achieved.
Direct Instruction
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.
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).
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.
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.
Editing
A framework used during phonemic awareness instruction. These are sometimes
referred to as Sound Boxes. When working with words, the teacher can draw one
box per sound for a target word. Students push a marker into one box as they
segment each sound in the word.
Elkonin Boxes
The skills, knowledge, and attitudes that are developmental precursors to
conventional forms of reading and writing.
Emergent Literacy
The ability to translate language into print (writing) is ____________.
Encoding
(Remember prefix en- means "put into", you are putting sounds into print).
Students whose first language is not English and who are in the process of
learning English.
English Language Learner
The origin of a word and the historical development of its meaning is called
________________.
Etymology
This type of instruction is step-by-step, and the actions of the teacher are clear,
specific, direct, and related to the learning objective.
Explicit Instruction
(Remember, explicit means something is "expressed clearly")
,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.
Expository text
(Remember, Expository is writing that seeks to EXplain and Inform)
Language that is spoken.
Expressive Language
Language that departs from its literal meaning (e.g., The snow sparkled like
diamonds; That child is a handful.).
Figurative meanings
What are the 5 components of Reading?
Phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Grouping students according to shared instructional needs and abilities and
regrouping as their instructional needs change. Group size and allocated
instructional time may vary among groups.
Flexible grouping
Words of one syllable, ending in "f", "l", "z" or "s" - after one vowel is called the
______________ ______________.
Floss/ SAMMY Rule
The ability to read a text accurately, quickly, and with proper expression and
comprehension.
Fluency
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.
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
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...
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.
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.
, 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.
Graphic Organizers
The relationship between letters and phonemes.
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.
Guided Oral Reading
Students practice newly learned skills with the teacher providing prompts and
feedback.
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).
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.
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).
Homograph
-same spelling, different meaning and may have a different pronunciation
(Remember- Homographs are always spelled the same, so remember the ending "-
graph," which is a Greek root meaning "writing.")
"When the teacher WRITES with a pencil, she needs LEAD to LEAD instruction"
Lead= graphite
Lead=guide
Words that sound the same but are spelled differently (e.g., cents/sense,
knight/night).
