EDUC 210 EXAM REVIEW QUESTIONS
WITH COMPLETE SOLUTIONS
GRADED A+
Why do we read to Emergent Students? - Answer- - Eventually, students build vocal
knowledge and word knowledge through reading
- Before they can read, read alouds build it
- Read alouds contain more rare words that normal oral conversations don't
- Read alouds give teachers chances to explain words and their meanings
- MOTIVATION! When we share great books with children, we make it clear that
learning to read is worth it
Dialogic Reading - Answer- - The teacher uses a big book to allow the students to do
most of the reading
- Chance to use oral language
- The book is the prop and the students talk
- Child becomes storyteller
- Focus on developing vocabulary
CROWD
Completion prompts - Answer-
Recall prompts - Answer-
Open-ended prompts - Answer-
Wh- prompts - Answer- who, what, when, where, why
Distancing prompts - Answer- - Book to real world
How do we build word knowledge with children before they can read? - Answer- Word
work for emergent readers moves them from pretend reading and writing to
conventional reading and writing
Language, concepts about print, sounds, letters
Tracking text- why? - Answer- To develop concepts of print and concept of word in print
for students who don't have it
Tracking text- materials? - Answer- Use a set of predictable little books or a sentence
with one and two syllable words or a rhyming song or poem
,Tracking text- how? - Answer- Support children so that they know the words
Work with the same book repeatedly
Model pointing to the words
Correct students who are off track
Writing words - Answer- To move children to conventional writing of words, we have to
lay the foundation
Picture captions, font sorts, quick writes, initial sound sorting
Initial sound sorting- why? - Answer- To link initial phoneme isolation with letter sound
instruction
Initial sound sorting- materials? - Answer- Use a set of pictures representing only three
or four initial sounds
Initial sound sorting- how? - Answer- Introduce the categories
Pronounce picture names
Ask children to indicate the category for each new picture
Word Recognition - Answer- Making a match between a sequence of printed letters and
the sounds (and usually the meaning) they represent
How do beginning readers recognize words? - Answer- By guessing, by guessing with
he help of some of the letters, or by using all of the letters (sounding them out)
How do skilled readers recognize words? - Answer- Automatically for most words, but
new words by using familiar parts and patterns
How do weak readers recognize words? - Answer- Continue to guess
Word recognition requires... - Answer- 1. Automatic access to letter sounds from
memory
2. A firm grasp of the alphabetic principle
3. Phonemic blending skills
Phonological awareness development - Answer- Words, syllables, sounds (big to small)
Decoding and spelling development - Answer- Individual sounds, specific vowel
patterns, syllable types (small to big)
, Letter Name- Alphabetic Spelling - Answer- Initial then final consonants, short vowels,
Digraphs, Blends
Within Word Pattern Spelling - Answer- R-controlled vowels, VCe, vowel teams,
dipthongs
Short vowels - Answer- End of kindergarten
Digraphs - Answer- Sh, th, ch
Blends - Answer- fl, tr, sp, mp
R-controlled vowels - Answer- Link a vowel and r to make a vowel sounds that is neither
long nor short
Shark, surprise, for, far, fur
VCe - Answer- January of first grade
Final e marks the long vowel sound (time) or is dropped when a vowel suffix is added
(blaming)
Vowel teams - Answer- Two vowels (and sometimes w or y) work together to represent
one sound
Long, short, or neither
Team
Two vowels making one sound, long or short
Diphthongs - Answer- End of first grade
Syllable Types - Answer- Closed, open, VCe, R-controlled, vowel team, Consonant- l- e
Closed - Answer- Short vowel followed by one or more consonants
Pronounced with short sound
Vowel then consonant, short
Open - Answer- Single vowel at the end of syllable and is pronounced with its long
sound
Single vowel at end, long
WITH COMPLETE SOLUTIONS
GRADED A+
Why do we read to Emergent Students? - Answer- - Eventually, students build vocal
knowledge and word knowledge through reading
- Before they can read, read alouds build it
- Read alouds contain more rare words that normal oral conversations don't
- Read alouds give teachers chances to explain words and their meanings
- MOTIVATION! When we share great books with children, we make it clear that
learning to read is worth it
Dialogic Reading - Answer- - The teacher uses a big book to allow the students to do
most of the reading
- Chance to use oral language
- The book is the prop and the students talk
- Child becomes storyteller
- Focus on developing vocabulary
CROWD
Completion prompts - Answer-
Recall prompts - Answer-
Open-ended prompts - Answer-
Wh- prompts - Answer- who, what, when, where, why
Distancing prompts - Answer- - Book to real world
How do we build word knowledge with children before they can read? - Answer- Word
work for emergent readers moves them from pretend reading and writing to
conventional reading and writing
Language, concepts about print, sounds, letters
Tracking text- why? - Answer- To develop concepts of print and concept of word in print
for students who don't have it
Tracking text- materials? - Answer- Use a set of predictable little books or a sentence
with one and two syllable words or a rhyming song or poem
,Tracking text- how? - Answer- Support children so that they know the words
Work with the same book repeatedly
Model pointing to the words
Correct students who are off track
Writing words - Answer- To move children to conventional writing of words, we have to
lay the foundation
Picture captions, font sorts, quick writes, initial sound sorting
Initial sound sorting- why? - Answer- To link initial phoneme isolation with letter sound
instruction
Initial sound sorting- materials? - Answer- Use a set of pictures representing only three
or four initial sounds
Initial sound sorting- how? - Answer- Introduce the categories
Pronounce picture names
Ask children to indicate the category for each new picture
Word Recognition - Answer- Making a match between a sequence of printed letters and
the sounds (and usually the meaning) they represent
How do beginning readers recognize words? - Answer- By guessing, by guessing with
he help of some of the letters, or by using all of the letters (sounding them out)
How do skilled readers recognize words? - Answer- Automatically for most words, but
new words by using familiar parts and patterns
How do weak readers recognize words? - Answer- Continue to guess
Word recognition requires... - Answer- 1. Automatic access to letter sounds from
memory
2. A firm grasp of the alphabetic principle
3. Phonemic blending skills
Phonological awareness development - Answer- Words, syllables, sounds (big to small)
Decoding and spelling development - Answer- Individual sounds, specific vowel
patterns, syllable types (small to big)
, Letter Name- Alphabetic Spelling - Answer- Initial then final consonants, short vowels,
Digraphs, Blends
Within Word Pattern Spelling - Answer- R-controlled vowels, VCe, vowel teams,
dipthongs
Short vowels - Answer- End of kindergarten
Digraphs - Answer- Sh, th, ch
Blends - Answer- fl, tr, sp, mp
R-controlled vowels - Answer- Link a vowel and r to make a vowel sounds that is neither
long nor short
Shark, surprise, for, far, fur
VCe - Answer- January of first grade
Final e marks the long vowel sound (time) or is dropped when a vowel suffix is added
(blaming)
Vowel teams - Answer- Two vowels (and sometimes w or y) work together to represent
one sound
Long, short, or neither
Team
Two vowels making one sound, long or short
Diphthongs - Answer- End of first grade
Syllable Types - Answer- Closed, open, VCe, R-controlled, vowel team, Consonant- l- e
Closed - Answer- Short vowel followed by one or more consonants
Pronounced with short sound
Vowel then consonant, short
Open - Answer- Single vowel at the end of syllable and is pronounced with its long
sound
Single vowel at end, long
