KPEERI Exam Study Guide questions with
solutions
A word part that contains a vowel or, in spoken language, a vowel sound - answerssyllable
me, me , me , me, me , me, me, me , me, me, me , me , me, me, me ,
Two or more consecutive consonants which retain their individual sounds -
me, me, me , me, me, me, me , me, me, me,
answersconsonant blend
me, me,
Two consecutive consonants that represent one phoneme, or sound - answersconsonant
me, me , me, me, me, me, me , me , me, me ,
digraph
me,
Sources of information outside of words that readers may use to predict the identities and
me, me , me, me, me, me, me, me, me, me, me , me, me , me,
meanings of unknown words. These may be drawn from the immediate sentence
me, me, me, me, me, me, me, me , me, me, me , me,
containing the word, from text already read, from pictures accompanying the text, or from
me, me , me, me, me, me, me, me , me, me, me , me, me, me,
definitions, restatements, examples, or descriptions in the text. - answerscontext clues
me, me, me, me, me , me, me, me, me, me , me,
Sounds that can be held for several seconds without distortion - answerscontinuous
me, me, me, me, me, me, me, me, me , me, me ,
sounds
me,
Sequences for how information is selected, sequenced, organized, and practiced. These me, me, me, me, me, me, me, me, me , me,
occur within each component of reading where a logical progression of skills would be
me, me, me, me, me, me, me, me, me, me, me, me, me, me,
evident: easier skills are introduced before more difficult skills, so that skills build
me, me, me, me, me , me, me, me, me, me, me, me , me,
progressively. - answersCoordinated Instructional Sequences
me, me, me, me, me ,
Instruction that builds upon previously learned concepts. - answersCumulative Instruction
me , me, me, me, me, me , me, me, m e,
Text in which a high proportion of words comprise sound-symbol relationships that have
me, me, me, me, me, me, me, me , me, me, me, me,
already been taught. - answersDecodable Text
me, me, me, me, me, me,
These words contain phonic elements that were previously taught. - answersDecodable
me, me, me, me, me, me, me, me, me, me ,
Words
me,
A prefix or suffix added to a root or base to form another word (e.g., -un in unhappy , -ness in
me, me, me, me, me , me, me, me , me , me, me, me, me, me, me, me, me, me, me, me,
likeness). - answersDerivational affix
me, me, me, me,
The matching instruction that can meet the different needs of learners in a given classroom.
me, me, me, me, me, me, me, me , me, me , me, me , me , me,
- answersDifferentiated Instruction
me, me, me,
(Keyword: different) me,
A group of two consecutive letters whose phonetic value is a single sound (e.g., /ea/ in
me, me, me, me, me, me, me, me , me, me, me, me, me , me, me,
bread; /ch/ in chat; /ng/ in sing) - answersDigraph
me, me, me , me, me, me , me, me, me ,
(Remember the word digraph has a digraPH) me, me , me, me, me, me,
,A vowel produced by the tongue shifting position during articulation; a vowel that feels as if it
me, me, me, me, me, me, me, me, me, me, me, me , me, me, me, me,
has two parts, especially the vowels spelled ow, oy, ou, and oi. - answersDipthong
me, me, me, me, me, me, me, me, me , me, me, me, me, me,
(Remember the sentence, "wOW, yOU look good in that thong (diphthong)! :) me, me , me, me, me , me, me, me, me, me, me,
The teacher defines and teaches a concept, guides students through its application, and
me, me, me, me, me, me, me, me, me, me, me, me ,
arranges for extended guided practice until mastery is achieved. - answersDirect
me, me, me , me, me, me, me, me, me, me , me,
Instruction
me,
Planned instruction to pre-teach new, important, and difficult words to ensure the quantity
me, me, me, me, me , me, me, me, me, me, me, me,
and quality of exposures to words that students will encounter in their reading. -
me, me, me, me, me , me, me, me, me , me , me, me , me, me ,
answersDirect Vocabulary Instruction
me, me, me,
Strategies that help students engage the meanings of a text (e.g., asking questions at me, me, me, me, me, me, me, me, me, me, me, me, me,
critical junctures; modeling the thought process used to make inferences; constructing
me, me, me, me, me, me, me, me , me, me, me,
mental imagery). - answersDuring Reading Comprehension Strategies
me, me, me, me , me , me, me,
A language-based disability that affects both oral and written language. It may also be
me, me, me , me, m e, me, me, me, me, me, me, me, me,
referred to as reading disability, reading difference, or reading disorder. - answersDyslexia
me, me, me, me, me, me, me, me, me, me, me, me,
A part of writing and preparing presentations concerned chiefly with improving the clarity,
me, me, me , me, me , me, me, me, me, me , me, me,
organization, concision, and correctness of expression relative to task, purpose, and
me, me , me, me, me, me, me, me , me, me, me,
audience; compared to revising, a smaller-scale activity often associated with surface
me, me, me, me , me, me, me, me , me, me, me,
aspects of a text. - answersEditing
me, me, me , me, me, me ,
A framework used during phonemic awareness instruction. These are sometimes referred
me, me , me, me, me, me, me, me , me, me,
to as Sound Boxes. When working with words, the teacher can draw one box per sound for
me, me, me, me, me , me, me, me, me, me , me, me, me , me, me, me, me,
a target word. Students push a marker into one box as they segment each sound in the
me, me, me , me, me , me, me , me, me, me, me, me , me , me , me, me, me ,
word. - answersElkonin Boxes
me, me, me, me,
The skills, knowledge, and attitudes that are developmental precursors to conventional
me, me, me, me , me, me, me, me, me, me,
forms of reading and writing. - answersEmergent Literacy
me, me, me, me, me , me, me, me,
The ability to translate language into print (writing) is ____________. - answersEncoding
me, me, me, me, me, me, me, me, me, me, me,
(Remember prefix en- means "put into", you are putting sounds into print). me, me, me, me, me , me, me, me, me, me, me,
Students whose first language is not English and who are in the process of learning English.
me , me, me, me, me, me, me, me, me, me, me , me, me , me, me,
- answersEnglish Language Learner
me, me, me, me ,
The origin of a word and the historical development of its meaning is called
me, me , me, me, me, me, me, me , me, me, me, me, me,
________________. - answersEtymology
me, me , me,
This type of instruction is step-by-step, and the actions of the teacher are clear, specific,
me, me, me, me, me, me, me, me, me, me , me, me , me, me,
direct, and related to the learning objective. - answersExplicit Instruction
me, me, me, me, me, me, me , me, me, me,
(Remember, explicit means something is "expressed clearly") me, me, me, me , me, me,
,Reports factual information (also referred to as informational text) and the relationships
me, me, me, me , me, me, me, me , me, me, me,
among ideas. This type of text tends to be more difficult for students than narrative text
me, me , me, me, me , me, me, me, me, me, me, me, me, me , me, me,
because of the density of long, difficult, and unknown words or word parts. -
me, me, me , me, me , me, me, me, me, me, me , me , me, me,
answersExpository text
me, me ,
(Remember, Expository is writing that seeks to EXplain and Inform) me, me, me, me, me, me, me, me, me ,
Language that is spoken. - answersExpressive Language me, me, me , me, me, me,
Language that departs from its literal meaning (e.g., The snow sparkled like diamonds; me, me, me, me, me, me, me, me, me, me, me, me ,
That child is a handful.). - answersFigurative meanings
me, me, me, me, me, me, me, me,
What are the 5 components of Reading? - answersPhonemic awareness, phonics, fluency,
me, me, me, me, me, me, me, me, me, me, me,
vocabulary, and comprehension.
me, me, me,
Grouping students according to shared instructional needs and abilities and regrouping as
me , me, me, me, me, me, me, me, me, me , me,
their instructional needs change. Group size and allocated instructional time may vary
me, me, me , me, me, me, me , me, me, me, me, me,
among groups. - answersFlexible grouping
me, me , me, me, me,
Words of one syllable, ending in "f", "l", "z" or "s" - after one vowel is called the
me, me, me , me, me, me, me, me, me, me, me, me, me, me, me, me, me,
______________ ______________. - answersFloss/ SAMMY Rule
me, me, me, me, me, me,
The ability to read a text accurately, quickly, and with proper expression and
me, me, me, me, me, me, me, me, me , me, me, me,
comprehension. - answersFluency
me, me, me,
Follows a prescribed format for administration and scoring. Scores obtained from these
me, me, me, me, me , me, me, me, me , me , me,
types of tests are standardized, meaning that interpretation is based on norms from a
me, me, me, me , me, me, me, me, me, me, me, me , me, me,
comparative sample of children. - answersFormal Assessments
me, me, me, me, me, me, me,
(Remember, Formal means having a conventionally recognized form, structure, or set of me, me , me, me, me, me , me, me, me, me, me,
rules- standardized)
me, me,
The level at which a reader reads at less than a 90% accuracy - answersFrustrational
me, me, me, me, me, me, me, me, me, me, me, me, me , me,
Reading Level
me, me ,
Vocabulary common to written texts but not commonly a part of speech; in the Standards, me, me, me, me, me, m e, me, me, me , me , me, me, me, me,
these words and phrases are analogous to Tier Two words and phrases are typically this...
me, me, me , me, me , me, me, me, me , me , me, me, me, me, me,
- answersGeneral academic words and phrases
me, me, me , me, me, me,
(Remember, Tier 2 isn't necessarily common in every day language Ex. analyze, restrict, me, me, me, me, me , me, me, me, me, me, me, me,
formulate.)
me,
The ability to use a learned skill in novel situations. - answersGeneralization
me, me, me, me, me , me, me, me , me, me, me ,
A letter or letter combination that spells a single phoneme. In English, this may be one, two,
me, me, me, me, me, me, me, me, me , me, me, me, me, me, me, me,
three, or four letters, such as e, ei, igh, or eigh. - answersgrapheme
me, me, me , me, me, me, me, me, me, me, me, me , me,
(Etymology Online- graph= "letter, symbol" + eme ="unit of language structure.") me, me, me, me, me, me, me, me, me, me,
, A visual framework or structure for capturing the main points of what is being read, which
me, me, me , me, me, me , me, me, me, me, me , me, me, me, me,
may include concepts, ideas, events, vocabulary, or generalizations. These allow ideas in
me, me, me, me, me , me, me , me , me , me, me, me ,
text and thinking processes to become external by showing the interrelatedness of ideas,
me, me, me , me, me, me, me, me, me, me, me, me, me,
thus facilitating understanding for the reader. - answersGraphic Organizers
me, me, me, me, me, me, me, me , me,
The relationship between letters and phonemes. - answersGraphophonemic
me, me, me, me, me, me, me ,
(Examples would include Recognizing alphabetic sequence while singing the alphabet me, me , me, me, me, me, me , me , me ,
song, naming letters as well as matching upper and lowercase letters).
me, me, me, me, me , me , me, me, me, me, me,
Instructional support including immediate corrective feedback as students read orally. - me, me, me , me, me , me, me, me, me, me,
answersGuided Oral Reading
me, me, me,
Students practice newly learned skills with the teacher providing prompts and feedback. -
me , me, me, me, me, me, me, me, me, me, me , me,
answersGuided Practice
me, me,
Words in print containing letters that stray from the most common sound pronunciation
me, me, me, me, me, me, me, me, me, me, me, me,
because they do not follow common phonic patterns (e.g., were, was, laugh, been). -
me, me, me, me, me , me, me , me, me, me, me, me, me , me,
answersHigh Frequency Irregular Words
me, me, me, me,
(These are "red words" or "heart words") me, me, me , me, me, me ,
A small group of words (300-500) that account for a large percentage of the words in print
me, me, me , me, me, me, me, me , me, me, me, me, me, me, me, me ,
and can be regular or irregular words (i.e., Dolch or Fry). Often, they are referred to as "sight
me, me, me , me, me , me , me, me, me, me , me , me, me, me, me, me, me, me,
words" since automatic recognition of these words is required for fluent reading. -
me, me, me, me, me, me, me, me , me , me , me, me, me,
answersHigh Frequency Words
me, me, me,
Words that are spelled the same but have different origins and meanings. They may or may
me, me, me, me, me, me, me, me, me , me, me, me, m e, me, me,
not be pronounced the same (e.g., can as in a metal container/can as in able to). -
me, me, me, me , me, me, me, me, me, me , me , me, me, me, me , me, me,
answersHomograph
me,
-same spelling, different meaning and may have a different pronunciation
me, me, me, me, me , me, me, me, me ,
(Remember- Homographs are always spelled the same, so remember the ending "-graph," me, me , me, me, me, me, me, me, me, me, me,
which is a Greek root meaning "writing.")
me, me, me , me , me, me, me,
"When the teacher WRITES with a pencil, she needs LEAD to LEAD instruction"
me, me, me, me, me, me, me, me , me, me, me, me,
Lead= graphite me,
Lead=guide
Words that sound the same but are spelled differently (e.g., cents/sense, knight/night). -
me, me, me, me, me , me, me, me, me , me, me, me,
answersHomonym
me, me,
-Multiple Meaning Words- me, me,
"nym" means name me, me,
Remember the sentence "Hello, my name is Amber, I came to buy Amber. me, me , me, me, me, me, me, me, me , me, me, me, me,
solutions
A word part that contains a vowel or, in spoken language, a vowel sound - answerssyllable
me, me , me , me, me , me, me, me , me, me, me , me , me, me, me ,
Two or more consecutive consonants which retain their individual sounds -
me, me, me , me, me, me, me , me, me, me,
answersconsonant blend
me, me,
Two consecutive consonants that represent one phoneme, or sound - answersconsonant
me, me , me, me, me, me, me , me , me, me ,
digraph
me,
Sources of information outside of words that readers may use to predict the identities and
me, me , me, me, me, me, me, me, me, me, me , me, me , me,
meanings of unknown words. These may be drawn from the immediate sentence
me, me, me, me, me, me, me, me , me, me, me , me,
containing the word, from text already read, from pictures accompanying the text, or from
me, me , me, me, me, me, me, me , me, me, me , me, me, me,
definitions, restatements, examples, or descriptions in the text. - answerscontext clues
me, me, me, me, me , me, me, me, me, me , me,
Sounds that can be held for several seconds without distortion - answerscontinuous
me, me, me, me, me, me, me, me, me , me, me ,
sounds
me,
Sequences for how information is selected, sequenced, organized, and practiced. These me, me, me, me, me, me, me, me, me , me,
occur within each component of reading where a logical progression of skills would be
me, me, me, me, me, me, me, me, me, me, me, me, me, me,
evident: easier skills are introduced before more difficult skills, so that skills build
me, me, me, me, me , me, me, me, me, me, me, me , me,
progressively. - answersCoordinated Instructional Sequences
me, me, me, me, me ,
Instruction that builds upon previously learned concepts. - answersCumulative Instruction
me , me, me, me, me, me , me, me, m e,
Text in which a high proportion of words comprise sound-symbol relationships that have
me, me, me, me, me, me, me, me , me, me, me, me,
already been taught. - answersDecodable Text
me, me, me, me, me, me,
These words contain phonic elements that were previously taught. - answersDecodable
me, me, me, me, me, me, me, me, me, me ,
Words
me,
A prefix or suffix added to a root or base to form another word (e.g., -un in unhappy , -ness in
me, me, me, me, me , me, me, me , me , me, me, me, me, me, me, me, me, me, me, me,
likeness). - answersDerivational affix
me, me, me, me,
The matching instruction that can meet the different needs of learners in a given classroom.
me, me, me, me, me, me, me, me , me, me , me, me , me , me,
- answersDifferentiated Instruction
me, me, me,
(Keyword: different) me,
A group of two consecutive letters whose phonetic value is a single sound (e.g., /ea/ in
me, me, me, me, me, me, me, me , me, me, me, me, me , me, me,
bread; /ch/ in chat; /ng/ in sing) - answersDigraph
me, me, me , me, me, me , me, me, me ,
(Remember the word digraph has a digraPH) me, me , me, me, me, me,
,A vowel produced by the tongue shifting position during articulation; a vowel that feels as if it
me, me, me, me, me, me, me, me, me, me, me, me , me, me, me, me,
has two parts, especially the vowels spelled ow, oy, ou, and oi. - answersDipthong
me, me, me, me, me, me, me, me, me , me, me, me, me, me,
(Remember the sentence, "wOW, yOU look good in that thong (diphthong)! :) me, me , me, me, me , me, me, me, me, me, me,
The teacher defines and teaches a concept, guides students through its application, and
me, me, me, me, me, me, me, me, me, me, me, me ,
arranges for extended guided practice until mastery is achieved. - answersDirect
me, me, me , me, me, me, me, me, me, me , me,
Instruction
me,
Planned instruction to pre-teach new, important, and difficult words to ensure the quantity
me, me, me, me, me , me, me, me, me, me, me, me,
and quality of exposures to words that students will encounter in their reading. -
me, me, me, me, me , me, me, me, me , me , me, me , me, me ,
answersDirect Vocabulary Instruction
me, me, me,
Strategies that help students engage the meanings of a text (e.g., asking questions at me, me, me, me, me, me, me, me, me, me, me, me, me,
critical junctures; modeling the thought process used to make inferences; constructing
me, me, me, me, me, me, me, me , me, me, me,
mental imagery). - answersDuring Reading Comprehension Strategies
me, me, me, me , me , me, me,
A language-based disability that affects both oral and written language. It may also be
me, me, me , me, m e, me, me, me, me, me, me, me, me,
referred to as reading disability, reading difference, or reading disorder. - answersDyslexia
me, me, me, me, me, me, me, me, me, me, me, me,
A part of writing and preparing presentations concerned chiefly with improving the clarity,
me, me, me , me, me , me, me, me, me, me , me, me,
organization, concision, and correctness of expression relative to task, purpose, and
me, me , me, me, me, me, me, me , me, me, me,
audience; compared to revising, a smaller-scale activity often associated with surface
me, me, me, me , me, me, me, me , me, me, me,
aspects of a text. - answersEditing
me, me, me , me, me, me ,
A framework used during phonemic awareness instruction. These are sometimes referred
me, me , me, me, me, me, me, me , me, me,
to as Sound Boxes. When working with words, the teacher can draw one box per sound for
me, me, me, me, me , me, me, me, me, me , me, me, me , me, me, me, me,
a target word. Students push a marker into one box as they segment each sound in the
me, me, me , me, me , me, me , me, me, me, me, me , me , me , me, me, me ,
word. - answersElkonin Boxes
me, me, me, me,
The skills, knowledge, and attitudes that are developmental precursors to conventional
me, me, me, me , me, me, me, me, me, me,
forms of reading and writing. - answersEmergent Literacy
me, me, me, me, me , me, me, me,
The ability to translate language into print (writing) is ____________. - answersEncoding
me, me, me, me, me, me, me, me, me, me, me,
(Remember prefix en- means "put into", you are putting sounds into print). me, me, me, me, me , me, me, me, me, me, me,
Students whose first language is not English and who are in the process of learning English.
me , me, me, me, me, me, me, me, me, me, me , me, me , me, me,
- answersEnglish Language Learner
me, me, me, me ,
The origin of a word and the historical development of its meaning is called
me, me , me, me, me, me, me, me , me, me, me, me, me,
________________. - answersEtymology
me, me , me,
This type of instruction is step-by-step, and the actions of the teacher are clear, specific,
me, me, me, me, me, me, me, me, me, me , me, me , me, me,
direct, and related to the learning objective. - answersExplicit Instruction
me, me, me, me, me, me, me , me, me, me,
(Remember, explicit means something is "expressed clearly") me, me, me, me , me, me,
,Reports factual information (also referred to as informational text) and the relationships
me, me, me, me , me, me, me, me , me, me, me,
among ideas. This type of text tends to be more difficult for students than narrative text
me, me , me, me, me , me, me, me, me, me, me, me, me, me , me, me,
because of the density of long, difficult, and unknown words or word parts. -
me, me, me , me, me , me, me, me, me, me, me , me , me, me,
answersExpository text
me, me ,
(Remember, Expository is writing that seeks to EXplain and Inform) me, me, me, me, me, me, me, me, me ,
Language that is spoken. - answersExpressive Language me, me, me , me, me, me,
Language that departs from its literal meaning (e.g., The snow sparkled like diamonds; me, me, me, me, me, me, me, me, me, me, me, me ,
That child is a handful.). - answersFigurative meanings
me, me, me, me, me, me, me, me,
What are the 5 components of Reading? - answersPhonemic awareness, phonics, fluency,
me, me, me, me, me, me, me, me, me, me, me,
vocabulary, and comprehension.
me, me, me,
Grouping students according to shared instructional needs and abilities and regrouping as
me , me, me, me, me, me, me, me, me, me , me,
their instructional needs change. Group size and allocated instructional time may vary
me, me, me , me, me, me, me , me, me, me, me, me,
among groups. - answersFlexible grouping
me, me , me, me, me,
Words of one syllable, ending in "f", "l", "z" or "s" - after one vowel is called the
me, me, me , me, me, me, me, me, me, me, me, me, me, me, me, me, me,
______________ ______________. - answersFloss/ SAMMY Rule
me, me, me, me, me, me,
The ability to read a text accurately, quickly, and with proper expression and
me, me, me, me, me, me, me, me, me , me, me, me,
comprehension. - answersFluency
me, me, me,
Follows a prescribed format for administration and scoring. Scores obtained from these
me, me, me, me, me , me, me, me, me , me , me,
types of tests are standardized, meaning that interpretation is based on norms from a
me, me, me, me , me, me, me, me, me, me, me, me , me, me,
comparative sample of children. - answersFormal Assessments
me, me, me, me, me, me, me,
(Remember, Formal means having a conventionally recognized form, structure, or set of me, me , me, me, me, me , me, me, me, me, me,
rules- standardized)
me, me,
The level at which a reader reads at less than a 90% accuracy - answersFrustrational
me, me, me, me, me, me, me, me, me, me, me, me, me , me,
Reading Level
me, me ,
Vocabulary common to written texts but not commonly a part of speech; in the Standards, me, me, me, me, me, m e, me, me, me , me , me, me, me, me,
these words and phrases are analogous to Tier Two words and phrases are typically this...
me, me, me , me, me , me, me, me, me , me , me, me, me, me, me,
- answersGeneral academic words and phrases
me, me, me , me, me, me,
(Remember, Tier 2 isn't necessarily common in every day language Ex. analyze, restrict, me, me, me, me, me , me, me, me, me, me, me, me,
formulate.)
me,
The ability to use a learned skill in novel situations. - answersGeneralization
me, me, me, me, me , me, me, me , me, me, me ,
A letter or letter combination that spells a single phoneme. In English, this may be one, two,
me, me, me, me, me, me, me, me, me , me, me, me, me, me, me, me,
three, or four letters, such as e, ei, igh, or eigh. - answersgrapheme
me, me, me , me, me, me, me, me, me, me, me, me , me,
(Etymology Online- graph= "letter, symbol" + eme ="unit of language structure.") me, me, me, me, me, me, me, me, me, me,
, A visual framework or structure for capturing the main points of what is being read, which
me, me, me , me, me, me , me, me, me, me, me , me, me, me, me,
may include concepts, ideas, events, vocabulary, or generalizations. These allow ideas in
me, me, me, me, me , me, me , me , me , me, me, me ,
text and thinking processes to become external by showing the interrelatedness of ideas,
me, me, me , me, me, me, me, me, me, me, me, me, me,
thus facilitating understanding for the reader. - answersGraphic Organizers
me, me, me, me, me, me, me, me , me,
The relationship between letters and phonemes. - answersGraphophonemic
me, me, me, me, me, me, me ,
(Examples would include Recognizing alphabetic sequence while singing the alphabet me, me , me, me, me, me, me , me , me ,
song, naming letters as well as matching upper and lowercase letters).
me, me, me, me, me , me , me, me, me, me, me,
Instructional support including immediate corrective feedback as students read orally. - me, me, me , me, me , me, me, me, me, me,
answersGuided Oral Reading
me, me, me,
Students practice newly learned skills with the teacher providing prompts and feedback. -
me , me, me, me, me, me, me, me, me, me, me , me,
answersGuided Practice
me, me,
Words in print containing letters that stray from the most common sound pronunciation
me, me, me, me, me, me, me, me, me, me, me, me,
because they do not follow common phonic patterns (e.g., were, was, laugh, been). -
me, me, me, me, me , me, me , me, me, me, me, me, me , me,
answersHigh Frequency Irregular Words
me, me, me, me,
(These are "red words" or "heart words") me, me, me , me, me, me ,
A small group of words (300-500) that account for a large percentage of the words in print
me, me, me , me, me, me, me, me , me, me, me, me, me, me, me, me ,
and can be regular or irregular words (i.e., Dolch or Fry). Often, they are referred to as "sight
me, me, me , me, me , me , me, me, me, me , me , me, me, me, me, me, me, me,
words" since automatic recognition of these words is required for fluent reading. -
me, me, me, me, me, me, me, me , me , me , me, me, me,
answersHigh Frequency Words
me, me, me,
Words that are spelled the same but have different origins and meanings. They may or may
me, me, me, me, me, me, me, me, me , me, me, me, m e, me, me,
not be pronounced the same (e.g., can as in a metal container/can as in able to). -
me, me, me, me , me, me, me, me, me, me , me , me, me, me, me , me, me,
answersHomograph
me,
-same spelling, different meaning and may have a different pronunciation
me, me, me, me, me , me, me, me, me ,
(Remember- Homographs are always spelled the same, so remember the ending "-graph," me, me , me, me, me, me, me, me, me, me, me,
which is a Greek root meaning "writing.")
me, me, me , me , me, me, me,
"When the teacher WRITES with a pencil, she needs LEAD to LEAD instruction"
me, me, me, me, me, me, me, me , me, me, me, me,
Lead= graphite me,
Lead=guide
Words that sound the same but are spelled differently (e.g., cents/sense, knight/night). -
me, me, me, me, me , me, me, me, me , me, me, me,
answersHomonym
me, me,
-Multiple Meaning Words- me, me,
"nym" means name me, me,
Remember the sentence "Hello, my name is Amber, I came to buy Amber. me, me , me, me, me, me, me, me, me , me, me, me, me,
