TEXES CORE SUBJECTS EC 6 PROFESSIONAL
TEACHING PREP QUESTIONS AND
ACCURATE ANSWERS GRADED A+
●● phonemes
Answer: the smallest unit of speech that can be used to make one word
different from another word.
single unit of sound
●● Vowel-consonant patterns
Answer: In a cvc pattern, the vowel is often a short vowel sound. In a
CVCe word, the vowel is followed by a consonant and then the letter e.
The e is usually silent and the vowel before the e is usually long. In a
CVVC word, two vowels appear between two consonants.
●● reading comprehension:
A. Literal
B. Inferential
C. Evaluative
Answer: Literal - Readers identify and/or recall relevant information
explicitly stated in the reading selection by
,- identifying the order of events or a specific event from a sequence of
events.
-identifying details such as key words, phrases or sentences that
explicitly state important characteristics, circumstances, or similarities
and differences in characters, times or places.
Inferential - Readers use information explicitly stated in the passage to
determine what is not stated. Readers derive meaning by
-identifying implicit relationships (relationships not directly stated) such
as cause and effect, sequence-time relationships, comparisons,
classifications and generalizations.
-predicting probable future outcomes or actions.
Evaluative - In evaluative comprehension readers analyze and make
judgments about what they read. At this level, readers use evidence from
the text to reach conclusions and make generalizations about the text and
its wider implications by
-drawing conclusions about the characteristics, values, and habits of
human beings.
-drawing conclusions about the author's motivation or purpose for
writing a passage or story based on evidence in the selection.
●● Spelling Development: PRECOMMUNICATIVE SPELLING
,Answer: "babbling" stage of spelling. Children use letters for writing
words but the letters are strung together randomly. The letters in
precommunicative spelling do not correspond to sounds. Examples:
OPSPS = eagle; RTAT = eighty.
●● SEMIPHONETIC SPELLERS
Answer: know that letters represent sounds.They perceive and represent
reliable sounds with letters in a type of telegraphic writing. Spellings are
often abbreviated representing initial and / or final sound. Examples: E =
eagle; a = eighty.
●● PHONETIC SPELLERS
Answer: spell words like they sound.The speller perceives and
represents all of the phonemes in a word, though spellings may be
unconventional. Examples: EGL = eagle; ATE = eighty.
●● TRANSITIONAL SPELLERS
Answer: think about how words appearr visually;a visual memory of
spelling patterns is apparent. Spellings exhibit conventions of English
orthography like vowels in every syllable, e-marker and vowel digraph
patterns, correctly spelled inflectional endings, and frequent English
letter sequences. Examples: EGIL = eagle; EIGHTEE = eighty.
●● CONVENTIONAL SPELLERS
Answer: develop over years of word study and writing. Correct spelling
can be categorized by instruction levels. For example, correct spelling
, for a corpus. . . words that can be spelled by the average fourth grader
would be fourth grade level correct spelling. Place the word in this
category if it is listed correctly.
●● Expository essay
Answer: genre of essay that requires the student to investigate an idea,
evaluate evidence, expound on the idea, and set forth an argument
concerning that idea in a clear and concise manner.
present a fair and balanced analysis of a subject based on facts—with no
references to the writer's opinions or emotions.
●● phonological awareness
Answer: Phonological awareness is the understanding that speech can be
broken into smaller units of sound such as words, syllables, onsets and
rimes, and phonemes.
●● What is the difference between phonemic awareness and phonics?
Answer: Phonics involves the relationship between sounds and written
symbols, whereas phonemic awareness involves sounds in spoken
words. Therefore, phonics instruction focuses on teaching sound-
spelling relationships and is associated with print. Most phonemic
awareness tasks are oral.
●● Sequencing Phonemic Awareness Skills
TEACHING PREP QUESTIONS AND
ACCURATE ANSWERS GRADED A+
●● phonemes
Answer: the smallest unit of speech that can be used to make one word
different from another word.
single unit of sound
●● Vowel-consonant patterns
Answer: In a cvc pattern, the vowel is often a short vowel sound. In a
CVCe word, the vowel is followed by a consonant and then the letter e.
The e is usually silent and the vowel before the e is usually long. In a
CVVC word, two vowels appear between two consonants.
●● reading comprehension:
A. Literal
B. Inferential
C. Evaluative
Answer: Literal - Readers identify and/or recall relevant information
explicitly stated in the reading selection by
,- identifying the order of events or a specific event from a sequence of
events.
-identifying details such as key words, phrases or sentences that
explicitly state important characteristics, circumstances, or similarities
and differences in characters, times or places.
Inferential - Readers use information explicitly stated in the passage to
determine what is not stated. Readers derive meaning by
-identifying implicit relationships (relationships not directly stated) such
as cause and effect, sequence-time relationships, comparisons,
classifications and generalizations.
-predicting probable future outcomes or actions.
Evaluative - In evaluative comprehension readers analyze and make
judgments about what they read. At this level, readers use evidence from
the text to reach conclusions and make generalizations about the text and
its wider implications by
-drawing conclusions about the characteristics, values, and habits of
human beings.
-drawing conclusions about the author's motivation or purpose for
writing a passage or story based on evidence in the selection.
●● Spelling Development: PRECOMMUNICATIVE SPELLING
,Answer: "babbling" stage of spelling. Children use letters for writing
words but the letters are strung together randomly. The letters in
precommunicative spelling do not correspond to sounds. Examples:
OPSPS = eagle; RTAT = eighty.
●● SEMIPHONETIC SPELLERS
Answer: know that letters represent sounds.They perceive and represent
reliable sounds with letters in a type of telegraphic writing. Spellings are
often abbreviated representing initial and / or final sound. Examples: E =
eagle; a = eighty.
●● PHONETIC SPELLERS
Answer: spell words like they sound.The speller perceives and
represents all of the phonemes in a word, though spellings may be
unconventional. Examples: EGL = eagle; ATE = eighty.
●● TRANSITIONAL SPELLERS
Answer: think about how words appearr visually;a visual memory of
spelling patterns is apparent. Spellings exhibit conventions of English
orthography like vowels in every syllable, e-marker and vowel digraph
patterns, correctly spelled inflectional endings, and frequent English
letter sequences. Examples: EGIL = eagle; EIGHTEE = eighty.
●● CONVENTIONAL SPELLERS
Answer: develop over years of word study and writing. Correct spelling
can be categorized by instruction levels. For example, correct spelling
, for a corpus. . . words that can be spelled by the average fourth grader
would be fourth grade level correct spelling. Place the word in this
category if it is listed correctly.
●● Expository essay
Answer: genre of essay that requires the student to investigate an idea,
evaluate evidence, expound on the idea, and set forth an argument
concerning that idea in a clear and concise manner.
present a fair and balanced analysis of a subject based on facts—with no
references to the writer's opinions or emotions.
●● phonological awareness
Answer: Phonological awareness is the understanding that speech can be
broken into smaller units of sound such as words, syllables, onsets and
rimes, and phonemes.
●● What is the difference between phonemic awareness and phonics?
Answer: Phonics involves the relationship between sounds and written
symbols, whereas phonemic awareness involves sounds in spoken
words. Therefore, phonics instruction focuses on teaching sound-
spelling relationships and is associated with print. Most phonemic
awareness tasks are oral.
●● Sequencing Phonemic Awareness Skills
