KPEERI EXAM STUDY GUIDE 100%
ACCURATE
A word part that contains a vowel or, in spoken language, a vowel sound - ANSWER
syllable
Two or more consecutive consonants which retain their individual sounds - ANSWER
consonant blend
Two consecutive consonants that represent one phoneme, or sound - ANSWER
consonant digraph
Sources of information outside of words that readers 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. - ANSWER context
clues
Sounds that can be held for several seconds without distortion - ANSWER continuous
sounds
Sequences for how information is selected, sequenced, 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. - ANSWER Coordinated Instructional Sequences
Instruction that builds upon previously learned concepts. - ANSWER Cumulative
Instruction
Text in which a high proportion of words comprise sound-symbol relationships that have
already been taught. - ANSWER Decodable Text
These words contain phonic elements that were previously taught. - ANSWER
Decodable Words
A prefix or suffix added to a root or base to form another word (e.g., -un in unhappy , -
ness in likeness). - ANSWER Derivational affix
The matching instruction that can meet the different needs of learners in a given
classroom. - ANSWER Differentiated Instruction
(Keyword: different)
,A group of two consecutive letters whose phonetic value is a single sound (e.g., /ea/ in
bread; /ch/ in chat; /ng/ in sing) - ANSWER Digraph
(Remember the word digraph has a digraPH)
A vowel produced by the tongue shifting position during articulation; a vowel that feels
as if it has two parts, especially the vowels spelled ow, oy, ou, and oi. - ANSWER
Dipthong
(Remember the sentence, "wOW, yOU look good in that thong (diphthong)! :)
The teacher defines and teaches a concept, guides students through its application, and
arranges for extended guided practice until mastery is achieved. - ANSWER Direct
Instruction
Planned instruction to pre-teach new, important, and difficult words to ensure the
quantity and quality of exposures to words that students will encounter in their reading. -
ANSWER Direct Vocabulary Instruction
Strategies that help students engage the meanings of a text (e.g., asking questions at
critical junctures; modeling the thought process used to make inferences; constructing
mental imagery). - ANSWER During Reading Comprehension Strategies
A language-based disability that affects both oral and written language. It may also be
referred to as reading disability, reading difference, or reading disorder. - ANSWER
Dyslexia
A part of writing and preparing presentations concerned 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. - ANSWER Editing
A framework used during phonemic awareness 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. - ANSWER Elkonin Boxes
The skills, knowledge, and attitudes that are developmental precursors to conventional
forms of reading and writing. - ANSWER Emergent Literacy
The ability to translate language into print (writing) is ____________. - ANSWER
Encoding
(Remember prefix en- means "put into", you are putting sounds into print).
,Students whose first language is not English and who are in the process of learning
English. - ANSWER English Language Learner
The origin of a word and the historical development of its meaning is called
________________. - ANSWER Etymology
This type of instruction is step-by-step, and the actions of the teacher are clear, specific,
direct, and related to the learning objective. - ANSWER Explicit Instruction
(Remember, explicit means something is "expressed clearly")
Reports factual information (also referred to as informational text) and the relationships
among ideas. This type of text tends to be more difficult for students than narrative text
because of the density of long, difficult, and unknown words or word parts. - ANSWER
Expository text
(Remember, Expository is writing that seeks to EXplain and Inform)
Language that is spoken. - ANSWER Expressive Language
Words that are spelled the same but have different origins and meanings. They may or
may not be pronounced the same (e.g., can as in a metal container/can as in able to). -
ANSWER Homograph
-same spelling, different meaning and may have a different pronunciation
(Remember- Homographs are always spelled the same, so remember the ending "-
graph," which is a Greek root meaning "writing.")
"When the teacher WRITES with a pencil, she needs LEAD to LEAD instruction"
Lead= graphite
Lead=guide
Words that sound the same but are spelled differently (e.g., cents/sense, knight/night). -
ANSWER Homonym
-Multiple Meaning Words-
"nym" means name
Remember the sentence "Hello, my name is Amber, I came to buy Amber.
Amber= name Amber=fossilized resin
, Words that may or may not be spelled alike but are pronounced the same. These words
are of different origins and have different meanings (e.g., ate and eight; scale as in the
covering of a fish; and scale as in a device used to weigh things) - ANSWER
Homophone
(Homophones always sound alike, so remember the ending "-phone," which is a Greek
root meaning "sound.")
Remember the sentence "I am on the PHONE, can you HEAR me in HERE?"
Hear- listen
Here- location
A phrase or expression that differs from the literal meaning of the words; a regional or
individual expression with a unique meaning (e.g., it's raining cats and dogs). -
ANSWER idiom
(If you say something beyond literal meaning, you may sound like an Idiot (idiom).)
When an error occurs, the teacher immediately attends to it by scaffolding instruction
(i.e., gradual release of responsibility). - ANSWER Immediate Corrective Feedback
Instruction that may include more time, more opportunities for student practice, more
teacher feedback, smaller group size, and different materials. It is implemented as soon
as assessment indicates that students are not making adequate progress in reading. -
ANSWER Immediate Intensive Intervention
The opposite of explicit instruction. Students discover skills and concepts instead of
being explicitly taught. For example, the teacher writes a list of words on the board that
begin with the letter "m" (mud, milk, meal, and mattress) and asks the students how the
words are similar. The teacher elicits from the students that the letter "m" stands for the
sound you hear at the beginning of the words. - ANSWER Implicit Instruction
(Remember the word implied- suggested but not directly expressed)
The level at which a reader can read text with 95% accuracy (i.e., no more than one
error per 20 words read). - ANSWER Independent Reading Level
(Remember 95%)
The reading range that spans instructional and independent reading levels or level of
text that a student can read with 90% to 95% or above accuracy. - ANSWER
Independent-instructional reading level range
(Remember 90%-95%)
ACCURATE
A word part that contains a vowel or, in spoken language, a vowel sound - ANSWER
syllable
Two or more consecutive consonants which retain their individual sounds - ANSWER
consonant blend
Two consecutive consonants that represent one phoneme, or sound - ANSWER
consonant digraph
Sources of information outside of words that readers 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. - ANSWER context
clues
Sounds that can be held for several seconds without distortion - ANSWER continuous
sounds
Sequences for how information is selected, sequenced, 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. - ANSWER Coordinated Instructional Sequences
Instruction that builds upon previously learned concepts. - ANSWER Cumulative
Instruction
Text in which a high proportion of words comprise sound-symbol relationships that have
already been taught. - ANSWER Decodable Text
These words contain phonic elements that were previously taught. - ANSWER
Decodable Words
A prefix or suffix added to a root or base to form another word (e.g., -un in unhappy , -
ness in likeness). - ANSWER Derivational affix
The matching instruction that can meet the different needs of learners in a given
classroom. - ANSWER Differentiated Instruction
(Keyword: different)
,A group of two consecutive letters whose phonetic value is a single sound (e.g., /ea/ in
bread; /ch/ in chat; /ng/ in sing) - ANSWER Digraph
(Remember the word digraph has a digraPH)
A vowel produced by the tongue shifting position during articulation; a vowel that feels
as if it has two parts, especially the vowels spelled ow, oy, ou, and oi. - ANSWER
Dipthong
(Remember the sentence, "wOW, yOU look good in that thong (diphthong)! :)
The teacher defines and teaches a concept, guides students through its application, and
arranges for extended guided practice until mastery is achieved. - ANSWER Direct
Instruction
Planned instruction to pre-teach new, important, and difficult words to ensure the
quantity and quality of exposures to words that students will encounter in their reading. -
ANSWER Direct Vocabulary Instruction
Strategies that help students engage the meanings of a text (e.g., asking questions at
critical junctures; modeling the thought process used to make inferences; constructing
mental imagery). - ANSWER During Reading Comprehension Strategies
A language-based disability that affects both oral and written language. It may also be
referred to as reading disability, reading difference, or reading disorder. - ANSWER
Dyslexia
A part of writing and preparing presentations concerned 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. - ANSWER Editing
A framework used during phonemic awareness 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. - ANSWER Elkonin Boxes
The skills, knowledge, and attitudes that are developmental precursors to conventional
forms of reading and writing. - ANSWER Emergent Literacy
The ability to translate language into print (writing) is ____________. - ANSWER
Encoding
(Remember prefix en- means "put into", you are putting sounds into print).
,Students whose first language is not English and who are in the process of learning
English. - ANSWER English Language Learner
The origin of a word and the historical development of its meaning is called
________________. - ANSWER Etymology
This type of instruction is step-by-step, and the actions of the teacher are clear, specific,
direct, and related to the learning objective. - ANSWER Explicit Instruction
(Remember, explicit means something is "expressed clearly")
Reports factual information (also referred to as informational text) and the relationships
among ideas. This type of text tends to be more difficult for students than narrative text
because of the density of long, difficult, and unknown words or word parts. - ANSWER
Expository text
(Remember, Expository is writing that seeks to EXplain and Inform)
Language that is spoken. - ANSWER Expressive Language
Words that are spelled the same but have different origins and meanings. They may or
may not be pronounced the same (e.g., can as in a metal container/can as in able to). -
ANSWER Homograph
-same spelling, different meaning and may have a different pronunciation
(Remember- Homographs are always spelled the same, so remember the ending "-
graph," which is a Greek root meaning "writing.")
"When the teacher WRITES with a pencil, she needs LEAD to LEAD instruction"
Lead= graphite
Lead=guide
Words that sound the same but are spelled differently (e.g., cents/sense, knight/night). -
ANSWER Homonym
-Multiple Meaning Words-
"nym" means name
Remember the sentence "Hello, my name is Amber, I came to buy Amber.
Amber= name Amber=fossilized resin
, Words that may or may not be spelled alike but are pronounced the same. These words
are of different origins and have different meanings (e.g., ate and eight; scale as in the
covering of a fish; and scale as in a device used to weigh things) - ANSWER
Homophone
(Homophones always sound alike, so remember the ending "-phone," which is a Greek
root meaning "sound.")
Remember the sentence "I am on the PHONE, can you HEAR me in HERE?"
Hear- listen
Here- location
A phrase or expression that differs from the literal meaning of the words; a regional or
individual expression with a unique meaning (e.g., it's raining cats and dogs). -
ANSWER idiom
(If you say something beyond literal meaning, you may sound like an Idiot (idiom).)
When an error occurs, the teacher immediately attends to it by scaffolding instruction
(i.e., gradual release of responsibility). - ANSWER Immediate Corrective Feedback
Instruction that may include more time, more opportunities for student practice, more
teacher feedback, smaller group size, and different materials. It is implemented as soon
as assessment indicates that students are not making adequate progress in reading. -
ANSWER Immediate Intensive Intervention
The opposite of explicit instruction. Students discover skills and concepts instead of
being explicitly taught. For example, the teacher writes a list of words on the board that
begin with the letter "m" (mud, milk, meal, and mattress) and asks the students how the
words are similar. The teacher elicits from the students that the letter "m" stands for the
sound you hear at the beginning of the words. - ANSWER Implicit Instruction
(Remember the word implied- suggested but not directly expressed)
The level at which a reader can read text with 95% accuracy (i.e., no more than one
error per 20 words read). - ANSWER Independent Reading Level
(Remember 95%)
The reading range that spans instructional and independent reading levels or level of
text that a student can read with 90% to 95% or above accuracy. - ANSWER
Independent-instructional reading level range
(Remember 90%-95%)
