KPEERI EXAM QUESTIONS AND
ANSWERS
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. -
answer- context clues
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. - answer- Coordinated Instructional Sequences
A prefix or suffix added to a root or base to form another word (e.g., -un in unhappy ,
-ness in likeness). - answer- Derivational affix
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. - answer- 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). - answer- 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. - answer-
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. - answer- Editing
The skills, knowledge, and attitudes that are developmental precursors to
conventional forms of reading and writing. - answer- Emergent Literacy
The ability to translate language into print (writing) is ____________. - answer-
Encoding
(Remember prefix en- means "put into", you are putting sounds into print).
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. - answer- Expository text
,(Remember, Expository is writing that seeks to EXplain and Inform)
Language that departs from its literal meaning (e.g., The snow sparkled like
diamonds; That child is a handful.). - answer- Figurative meanings
What are the 5 components of Reading? - answer- Phonemic awareness, phonics,
fluency, vocabulary, and comprehension.
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. - answer- 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 - answer-
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... - answer- 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. - answer- 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. - answer- 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. - answer-
Graphic Organizers
The relationship between letters and phonemes. - answer- 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. - answer- Guided Oral Reading
Students practice newly learned skills with the teacher providing prompts and
feedback. - answer- 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). - answer- 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. - answer- 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). - answer- Homograph
-same spelling, different meaning and may have a different pronunciation
"When the teacher WRITES with a pencil, she needs LEAD to LEAD instruction"
Lead= graphite
Lead=guide
The sewer dropped her needle in the sewer. - answer- Homograph
In this activity, children recognize the word in a set of three or four words that has the
"odd" sound. (Teacher: Which word doesn't belong? bun, bus, rug. Children: Rug
does not belong. It doesn't begin with a /b/.) - answer- Phoneme Categorization
He taped a dollar bill to the bill of his cap. - answer- Homonym
Words that sound the have same name -same pronunciation and spelling - answer-
Homonym
I want to go to the movies too. - answer- Homophone
In this activity, children learn to recognize the same sounds in different words.
(Teacher: What sound is the same in fix, fall, and fun? Children: The first sound, /f/,
is the same.) - answer- Phoneme Identity
Same sound, diff spelling (ate, eight) - answer- Homophone
In this activity, children break a word into its separate sounds, saying each sound as
they tap out or count it. (Teacher: How many sounds are in grab? Children: /g/ /r/
/a/ /b/. Four sounds.) - answer- Phoneme Segmentation
When an error occurs, the teacher immediately attends to it by scaffolding instruction
(i.e., gradual release of responsibility). - answer- Immediate Corrective Feedback
Instruction that may include more time, more opportunities for student practice, more
teacher feedback, smaller group size, and different materials. It is implemented as
ANSWERS
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. -
answer- context clues
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. - answer- Coordinated Instructional Sequences
A prefix or suffix added to a root or base to form another word (e.g., -un in unhappy ,
-ness in likeness). - answer- Derivational affix
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. - answer- 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). - answer- 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. - answer-
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. - answer- Editing
The skills, knowledge, and attitudes that are developmental precursors to
conventional forms of reading and writing. - answer- Emergent Literacy
The ability to translate language into print (writing) is ____________. - answer-
Encoding
(Remember prefix en- means "put into", you are putting sounds into print).
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. - answer- Expository text
,(Remember, Expository is writing that seeks to EXplain and Inform)
Language that departs from its literal meaning (e.g., The snow sparkled like
diamonds; That child is a handful.). - answer- Figurative meanings
What are the 5 components of Reading? - answer- Phonemic awareness, phonics,
fluency, vocabulary, and comprehension.
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. - answer- 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 - answer-
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... - answer- 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. - answer- 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. - answer- 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. - answer-
Graphic Organizers
The relationship between letters and phonemes. - answer- 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. - answer- Guided Oral Reading
Students practice newly learned skills with the teacher providing prompts and
feedback. - answer- 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). - answer- 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. - answer- 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). - answer- Homograph
-same spelling, different meaning and may have a different pronunciation
"When the teacher WRITES with a pencil, she needs LEAD to LEAD instruction"
Lead= graphite
Lead=guide
The sewer dropped her needle in the sewer. - answer- Homograph
In this activity, children recognize the word in a set of three or four words that has the
"odd" sound. (Teacher: Which word doesn't belong? bun, bus, rug. Children: Rug
does not belong. It doesn't begin with a /b/.) - answer- Phoneme Categorization
He taped a dollar bill to the bill of his cap. - answer- Homonym
Words that sound the have same name -same pronunciation and spelling - answer-
Homonym
I want to go to the movies too. - answer- Homophone
In this activity, children learn to recognize the same sounds in different words.
(Teacher: What sound is the same in fix, fall, and fun? Children: The first sound, /f/,
is the same.) - answer- Phoneme Identity
Same sound, diff spelling (ate, eight) - answer- Homophone
In this activity, children break a word into its separate sounds, saying each sound as
they tap out or count it. (Teacher: How many sounds are in grab? Children: /g/ /r/
/a/ /b/. Four sounds.) - answer- Phoneme Segmentation
When an error occurs, the teacher immediately attends to it by scaffolding instruction
(i.e., gradual release of responsibility). - answer- Immediate Corrective Feedback
Instruction that may include more time, more opportunities for student practice, more
teacher feedback, smaller group size, and different materials. It is implemented as
