KPEERI Exam Study Guide
A word part that contains a vowel or, in spoken language, syllable
a vowel sound
Two or more consecutive consonants which retain their consonant blend
individual sounds
Two consecutive consonants that represent one consonant digraph
phoneme, or sound
Sources of information outside of words that readers context clues
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.
Sounds that can be held for several seconds without continuous sounds
distortion
Sequences for how information is selected, sequenced, Coordinated Instructional Sequences
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.
Instruction that builds upon previously learned concepts. Cumulative Instruction
Text in which a high proportion of words comprise sound- Decodable Text
symbol relationships that have already been taught.
These words contain phonic elements that were Decodable Words
previously taught.
A prefix or suffix added to a root or base to form another Derivational affix
word (e.g., -un in unhappy , -ness in likeness).
The matching instruction that can meet the different Differentiated Instruction
needs of learners in a given classroom.
(Keyword: different)
A group of two consecutive letters whose phonetic value Digraph
is a single sound (e.g., /ea/ in bread; /ch/ in chat; /ng/ in
sing) (Remember the word digraph has a digraPH)
A vowel produced by the tongue shifting position during Dipthong
articulation; a vowel that feels as if it has two parts,
especially the vowels spelled ow, oy, ou, and oi. (Remember the sentence, "wOW, yOU look good in that thong (diphthong)! :)
The teacher defines and teaches a concept, guides Direct Instruction
students through its application, and arranges for
extended guided practice until mastery is achieved.
, KPEERI Exam Study Guide
Planned instruction to pre-teach new, important, and Direct Vocabulary Instruction
difficult words to ensure the quantity and quality of
exposures to words that students will encounter in their
reading.
Strategies that help students engage the meanings of a During Reading Comprehension Strategies
text (e.g., asking questions at critical junctures; modeling
the thought process used to make inferences;
constructing mental imagery).
A language-based disability that affects both oral and Dyslexia
written language. It may also be referred to as reading
disability, reading difference, or reading disorder.
A part of writing and preparing presentations concerned Editing
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.
A framework used during phonemic awareness Elkonin Boxes
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.
The skills, knowledge, and attitudes that are Emergent Literacy
developmental precursors to conventional forms of
reading and writing.
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 English Language Learner
are in the process of learning English.
The origin of a word and the historical development of its Etymology
meaning is called ________________.
This type of instruction is step-by-step, and the actions of Explicit Instruction
the teacher are clear, specific, direct, and related to the
learning objective. (Remember, explicit means something is "expressed clearly")
Reports factual information (also referred to as Expository text
informational text) and the relationships among ideas.
This type of text tends to be more difficult for students (Remember, Expository is writing that seeks to EXplain and Inform)
than narrative text because of the density of long,
difficult, and unknown words or word parts.
Language that is spoken. Expressive Language
Language that departs from its literal meaning (e.g., The Figurative meanings
snow sparkled like diamonds; That child is a handful.).
What are the 5 components of Reading? Phonemic awareness, phonics, fluency, vocabulary, and comprehension.
, KPEERI Exam Study Guide
Grouping students according to shared instructional Flexible grouping
needs and abilities and regrouping as their instructional
needs change. Group size and allocated instructional
time may vary among groups.
Words of one syllable, ending in "f", "l", "z" or "s" - after Floss/ SAMMY Rule
one vowel is called the ______________
______________.
The ability to read a text accurately, quickly, and with Fluency
proper expression and comprehension.
Follows a prescribed format for administration and Formal Assessments
scoring. Scores obtained from these types of tests are
standardized, meaning that interpretation is based on (Remember, Formal means having a conventionally recognized form, structure,
norms from a comparative sample of children. or set of rules- standardized)
The level at which a reader reads at less than a 90% Frustrational Reading Level
accuracy
Vocabulary common to written texts but not commonly a General academic words and phrases
part of speech; in the Standards, these words and
phrases are analogous to Tier Two words and phrases (Remember, Tier 2 isn't necessarily common in every day language Ex. analyze,
are typically this... restrict, formulate.)
The ability to use a learned skill in novel situations. Generalization
A letter or letter combination that spells a single grapheme
phoneme. In English, this may be one, two, three, or four
letters, such as e, ei, igh, or eigh. (Etymology Online- graph= "letter, symbol" + eme ="unit of language structure.")
A visual framework or structure for capturing the main Graphic Organizers
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.
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 Guided Oral Reading
feedback as students read orally.
Students practice newly learned skills with the teacher Guided Practice
providing prompts and feedback.
Words in print containing letters that stray from the most High Frequency Irregular Words
common sound pronunciation because they do not follow
common phonic patterns (e.g., were, was, laugh, been). (These are "red words" or "heart words")
A small group of words (300-500) that account for a large High Frequency Words
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.
A word part that contains a vowel or, in spoken language, syllable
a vowel sound
Two or more consecutive consonants which retain their consonant blend
individual sounds
Two consecutive consonants that represent one consonant digraph
phoneme, or sound
Sources of information outside of words that readers context clues
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.
Sounds that can be held for several seconds without continuous sounds
distortion
Sequences for how information is selected, sequenced, Coordinated Instructional Sequences
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.
Instruction that builds upon previously learned concepts. Cumulative Instruction
Text in which a high proportion of words comprise sound- Decodable Text
symbol relationships that have already been taught.
These words contain phonic elements that were Decodable Words
previously taught.
A prefix or suffix added to a root or base to form another Derivational affix
word (e.g., -un in unhappy , -ness in likeness).
The matching instruction that can meet the different Differentiated Instruction
needs of learners in a given classroom.
(Keyword: different)
A group of two consecutive letters whose phonetic value Digraph
is a single sound (e.g., /ea/ in bread; /ch/ in chat; /ng/ in
sing) (Remember the word digraph has a digraPH)
A vowel produced by the tongue shifting position during Dipthong
articulation; a vowel that feels as if it has two parts,
especially the vowels spelled ow, oy, ou, and oi. (Remember the sentence, "wOW, yOU look good in that thong (diphthong)! :)
The teacher defines and teaches a concept, guides Direct Instruction
students through its application, and arranges for
extended guided practice until mastery is achieved.
, KPEERI Exam Study Guide
Planned instruction to pre-teach new, important, and Direct Vocabulary Instruction
difficult words to ensure the quantity and quality of
exposures to words that students will encounter in their
reading.
Strategies that help students engage the meanings of a During Reading Comprehension Strategies
text (e.g., asking questions at critical junctures; modeling
the thought process used to make inferences;
constructing mental imagery).
A language-based disability that affects both oral and Dyslexia
written language. It may also be referred to as reading
disability, reading difference, or reading disorder.
A part of writing and preparing presentations concerned Editing
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.
A framework used during phonemic awareness Elkonin Boxes
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.
The skills, knowledge, and attitudes that are Emergent Literacy
developmental precursors to conventional forms of
reading and writing.
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 English Language Learner
are in the process of learning English.
The origin of a word and the historical development of its Etymology
meaning is called ________________.
This type of instruction is step-by-step, and the actions of Explicit Instruction
the teacher are clear, specific, direct, and related to the
learning objective. (Remember, explicit means something is "expressed clearly")
Reports factual information (also referred to as Expository text
informational text) and the relationships among ideas.
This type of text tends to be more difficult for students (Remember, Expository is writing that seeks to EXplain and Inform)
than narrative text because of the density of long,
difficult, and unknown words or word parts.
Language that is spoken. Expressive Language
Language that departs from its literal meaning (e.g., The Figurative meanings
snow sparkled like diamonds; That child is a handful.).
What are the 5 components of Reading? Phonemic awareness, phonics, fluency, vocabulary, and comprehension.
, KPEERI Exam Study Guide
Grouping students according to shared instructional Flexible grouping
needs and abilities and regrouping as their instructional
needs change. Group size and allocated instructional
time may vary among groups.
Words of one syllable, ending in "f", "l", "z" or "s" - after Floss/ SAMMY Rule
one vowel is called the ______________
______________.
The ability to read a text accurately, quickly, and with Fluency
proper expression and comprehension.
Follows a prescribed format for administration and Formal Assessments
scoring. Scores obtained from these types of tests are
standardized, meaning that interpretation is based on (Remember, Formal means having a conventionally recognized form, structure,
norms from a comparative sample of children. or set of rules- standardized)
The level at which a reader reads at less than a 90% Frustrational Reading Level
accuracy
Vocabulary common to written texts but not commonly a General academic words and phrases
part of speech; in the Standards, these words and
phrases are analogous to Tier Two words and phrases (Remember, Tier 2 isn't necessarily common in every day language Ex. analyze,
are typically this... restrict, formulate.)
The ability to use a learned skill in novel situations. Generalization
A letter or letter combination that spells a single grapheme
phoneme. In English, this may be one, two, three, or four
letters, such as e, ei, igh, or eigh. (Etymology Online- graph= "letter, symbol" + eme ="unit of language structure.")
A visual framework or structure for capturing the main Graphic Organizers
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.
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 Guided Oral Reading
feedback as students read orally.
Students practice newly learned skills with the teacher Guided Practice
providing prompts and feedback.
Words in print containing letters that stray from the most High Frequency Irregular Words
common sound pronunciation because they do not follow
common phonic patterns (e.g., were, was, laugh, been). (These are "red words" or "heart words")
A small group of words (300-500) that account for a large High Frequency Words
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.
