STR FINAL EXAM PREDICTION
QUESTIONS.
inflectional affixes - CORRECT ANSWER change the form of a word, but not the meaning (run to runs)
derivational affixes - CORRECT ANSWER creates a new word (friend to friendly)
closed syllable - CORRECT ANSWER syllable that has a short vowel sound spelled with one vowel letter
and ends with 1 or more consonants (hot, help, admit, basket)
open syllable - CORRECT ANSWER syllable spelled with a single vowel letter that ends in a long vowel
sound (me, agent, robot, react)
VCe syllable - CORRECT ANSWER syllable with a long vowel sound made from one vowel+one
consonant+silent e (name, mice, complete, trombone)
Digraphs - CORRECT ANSWER two letters that represent one speech sound, such as "ch" for /ch/ in chin
or "ea" for /e/ in bread.
final stable - CORRECT ANSWER syllable made with one consonant + l + silent e (bugle, candle, circle,
trample)
R controlled - CORRECT ANSWER syllable with a vowel followed by the letter r, the r changes the way
the sound is pronounced (stir, guitar, mother, orange)
CVC - CORRECT ANSWER follows the spelling pattern of a consonant, then a vowel, and then another
consonant (red, cat, big, hop, bun)
consonant blends - CORRECT ANSWER bl, cl, fl, gl, pl, br, etc (straw, spring, post)
,consonant digraphs - CORRECT ANSWER 2 consonants put together to make one sound like sh, ch, th,
wh, kn (whale, knee, write, phone, lamb)
inflectional endings - CORRECT ANSWER d, ed, s, er, ing, est (talked, smaller, biggest, sliding, markers)
morphemes - CORRECT ANSWER different parts of words like prefix and suffix (s, es, un, non, etc)
Word Formations for Kinder - CORRECT ANSWER identify and blend syllables to form multisyllabic
words, segment and manipulate words and a single syllable into each phoneme
Word Formations for 1st - CORRECT ANSWER decode simple inflectional endings like s and ed. Segment
spoken one syllable words, 3-5 phonemes, into individual phonemes
Word Formations for 2nd - CORRECT ANSWER decode more complex words with prefixes and suffixes
assets based approach - CORRECT ANSWER builds learning around a student's strengths and existing
knowledge, rather than focusing on what they lack. continually adjusting flexible groupings according to
each child's current assessed knowledge and skills
providing students with freedom of choice and autonomy in their learning
drawing on prior knowledge that students bring into the classroom
Kinder should be able to - CORRECT ANSWER · Identifies and produces rhyming words
· Identifies upper case and lower case letters
· Identifies and matches the common sounds that letters represent
· Recognizes that new words are created when letters are changed, added, or deleted
· Identifies, spells, and reads ar least 25 high frequency words
· Understands print directionality
First should be able to - CORRECT ANSWER · Sounds out new words
· Identifies, spells, and reads at least 100 high frequency words
, · Demonstrates basic comprehension skills (makes connections, establishes purpose for reading, etc)
· Recognizes organizational pattern/structure of texts (chronological order)
Second should be able to - CORRECT ANSWER · Decodes words with silent letters, short and long
vowels, multisyllabic words, compound words, etc
· Fixes mistakes while reading
· Uses context to determine the meaning of a word
· Reads grade level text independently with fluency and comprehension
· Identifies plot, main idea, and characters
· Synthesizes info to create new understanding
· Recognizes characteristics and structures of informational and persuasive texts, narratives, and simple
poetry
· Understands the use of descriptive, literal, and figurative language
Third should be able to - CORRECT ANSWER · Understand roots, suffixes, and prefixes
· Decodes multi syllabic words within multiple sound spelling patters
· Predicts what will happen nect
· Uses context within and beyond a sentence to determine the meaning of a word
· Analyzes basic plot elements, infers more advanced themes, compares and contrasts, explains
relationships among characters, understands the influence of setting on plot
· Recognizes characteristics of argumentative texts
· Understands the literary techniques including similes, onomatopoeia, and hyperboles
Response to Intervention - CORRECT ANSWER a research-based instructional intervention process used
in general education classrooms to monitor and measure student progress. The goal is to preemptively
identify struggling students and give them the support that they need.
Tier 1 for TRI - CORRECT ANSWER assessment of all students in a class to determine which students
need instructional interventions, additional focus on a specific skill in an effort to improve it. The teacher
can then use differentiated instructionduring class time to tailor their teaching approach to meet
student needs.
QUESTIONS.
inflectional affixes - CORRECT ANSWER change the form of a word, but not the meaning (run to runs)
derivational affixes - CORRECT ANSWER creates a new word (friend to friendly)
closed syllable - CORRECT ANSWER syllable that has a short vowel sound spelled with one vowel letter
and ends with 1 or more consonants (hot, help, admit, basket)
open syllable - CORRECT ANSWER syllable spelled with a single vowel letter that ends in a long vowel
sound (me, agent, robot, react)
VCe syllable - CORRECT ANSWER syllable with a long vowel sound made from one vowel+one
consonant+silent e (name, mice, complete, trombone)
Digraphs - CORRECT ANSWER two letters that represent one speech sound, such as "ch" for /ch/ in chin
or "ea" for /e/ in bread.
final stable - CORRECT ANSWER syllable made with one consonant + l + silent e (bugle, candle, circle,
trample)
R controlled - CORRECT ANSWER syllable with a vowel followed by the letter r, the r changes the way
the sound is pronounced (stir, guitar, mother, orange)
CVC - CORRECT ANSWER follows the spelling pattern of a consonant, then a vowel, and then another
consonant (red, cat, big, hop, bun)
consonant blends - CORRECT ANSWER bl, cl, fl, gl, pl, br, etc (straw, spring, post)
,consonant digraphs - CORRECT ANSWER 2 consonants put together to make one sound like sh, ch, th,
wh, kn (whale, knee, write, phone, lamb)
inflectional endings - CORRECT ANSWER d, ed, s, er, ing, est (talked, smaller, biggest, sliding, markers)
morphemes - CORRECT ANSWER different parts of words like prefix and suffix (s, es, un, non, etc)
Word Formations for Kinder - CORRECT ANSWER identify and blend syllables to form multisyllabic
words, segment and manipulate words and a single syllable into each phoneme
Word Formations for 1st - CORRECT ANSWER decode simple inflectional endings like s and ed. Segment
spoken one syllable words, 3-5 phonemes, into individual phonemes
Word Formations for 2nd - CORRECT ANSWER decode more complex words with prefixes and suffixes
assets based approach - CORRECT ANSWER builds learning around a student's strengths and existing
knowledge, rather than focusing on what they lack. continually adjusting flexible groupings according to
each child's current assessed knowledge and skills
providing students with freedom of choice and autonomy in their learning
drawing on prior knowledge that students bring into the classroom
Kinder should be able to - CORRECT ANSWER · Identifies and produces rhyming words
· Identifies upper case and lower case letters
· Identifies and matches the common sounds that letters represent
· Recognizes that new words are created when letters are changed, added, or deleted
· Identifies, spells, and reads ar least 25 high frequency words
· Understands print directionality
First should be able to - CORRECT ANSWER · Sounds out new words
· Identifies, spells, and reads at least 100 high frequency words
, · Demonstrates basic comprehension skills (makes connections, establishes purpose for reading, etc)
· Recognizes organizational pattern/structure of texts (chronological order)
Second should be able to - CORRECT ANSWER · Decodes words with silent letters, short and long
vowels, multisyllabic words, compound words, etc
· Fixes mistakes while reading
· Uses context to determine the meaning of a word
· Reads grade level text independently with fluency and comprehension
· Identifies plot, main idea, and characters
· Synthesizes info to create new understanding
· Recognizes characteristics and structures of informational and persuasive texts, narratives, and simple
poetry
· Understands the use of descriptive, literal, and figurative language
Third should be able to - CORRECT ANSWER · Understand roots, suffixes, and prefixes
· Decodes multi syllabic words within multiple sound spelling patters
· Predicts what will happen nect
· Uses context within and beyond a sentence to determine the meaning of a word
· Analyzes basic plot elements, infers more advanced themes, compares and contrasts, explains
relationships among characters, understands the influence of setting on plot
· Recognizes characteristics of argumentative texts
· Understands the literary techniques including similes, onomatopoeia, and hyperboles
Response to Intervention - CORRECT ANSWER a research-based instructional intervention process used
in general education classrooms to monitor and measure student progress. The goal is to preemptively
identify struggling students and give them the support that they need.
Tier 1 for TRI - CORRECT ANSWER assessment of all students in a class to determine which students
need instructional interventions, additional focus on a specific skill in an effort to improve it. The teacher
can then use differentiated instructionduring class time to tailor their teaching approach to meet
student needs.
