ELED 3100 Final Exam Actual study set
with Questions and correct/verified
Answers
multi-tiered level of support (mtss) - ANSW-an operational framework for improving academic and
behavioral outcomes for all students
components of mtss - ANSW-universal screening and monitoring
data guides instructional decisions
varying levels of support
all students in the framework
tier #1 of mtss - ANSW-80-90% of students
all students
curriculum and instructional practices
general ed class
tier #2 of mtss - ANSW-5-10% of students
targeted and supplemental
research-based interventions
20-30 min/4-5 times per week
small groups
tier #3 of mtss - ANSW-1-8% of students
intensive intervention
diagnostic assessment
ELA standards - ANSW-reading, writing, speaking and listening, and language
gradual release of explicit instruction - ANSW-1 - explain objectives
2 - key concepts
3 - teach and model or "I do"
4 - guided practice or "we do"
5 - guided practice or "you do"
6 - independent practice
allocated time - ANSW-time dedicated for instruction in academic content
time on task/engaged time - ANSW-time spent practicing in instructional activities
, academic learning time - ANSW-amount of time students are successfully engaged
concepts of print - ANSW-print represents spoken language
print is directional from left to right and top to bottom
books are read from front to back
the strings of letters separated by spaces in text are words
phonological awareness - ANSW-a broad skill that involves the identifying and discrimination of various
components of spoken english
phoneme - ANSW-smallest unit of sound
phonemic awareness - ANSW-consciousness of the individual sounds in a word
phoneme isolation - ANSW-identifying the first or last sound in a word
blending - ANSW-putting together isolated sounds to make a word
segmentation - ANSW-take a single word and break it up into its isolated sounds
phoneme manipulation - ANSW-addition, deletion, and substitution of sounds
level 1 of phonological awareness - ANSW-words in sentences (where one word ends and the next
begins)
level 2 of phonological awanress - ANSW-rhyming (being able to identify different words have similar
endings)
level 3 of phonological awareness - ANSW-syllable (being able to identify or count the syllables in a
word)
level 4 of phonological awareness - ANSW-onset/rime (everything before the first vowel and everything
after)
level 5 of phonological awarenss - ANSW-phonemic awareness (level of phonological awareness)
phonics - ANSW-consciousness of speech sounds and their associated letter representation related to
reading
digraph - ANSW-2 consonant letters that make 1 sound
example of digraph - ANSW-/ch/ or /ph/
consonant blends - ANSW-2 or 3 consonants together but they keep their original sounds
examples of consonant blends - ANSW-/bl/ or /st/
vowel teams - ANSW-two vowels next to each other working together to represent one sound (usually
the first one is heard)
examples of vowel teams - ANSW-/ai/ or /ea/
dipthong - ANSW-one vowel sound formed by the combination of two letters
with Questions and correct/verified
Answers
multi-tiered level of support (mtss) - ANSW-an operational framework for improving academic and
behavioral outcomes for all students
components of mtss - ANSW-universal screening and monitoring
data guides instructional decisions
varying levels of support
all students in the framework
tier #1 of mtss - ANSW-80-90% of students
all students
curriculum and instructional practices
general ed class
tier #2 of mtss - ANSW-5-10% of students
targeted and supplemental
research-based interventions
20-30 min/4-5 times per week
small groups
tier #3 of mtss - ANSW-1-8% of students
intensive intervention
diagnostic assessment
ELA standards - ANSW-reading, writing, speaking and listening, and language
gradual release of explicit instruction - ANSW-1 - explain objectives
2 - key concepts
3 - teach and model or "I do"
4 - guided practice or "we do"
5 - guided practice or "you do"
6 - independent practice
allocated time - ANSW-time dedicated for instruction in academic content
time on task/engaged time - ANSW-time spent practicing in instructional activities
, academic learning time - ANSW-amount of time students are successfully engaged
concepts of print - ANSW-print represents spoken language
print is directional from left to right and top to bottom
books are read from front to back
the strings of letters separated by spaces in text are words
phonological awareness - ANSW-a broad skill that involves the identifying and discrimination of various
components of spoken english
phoneme - ANSW-smallest unit of sound
phonemic awareness - ANSW-consciousness of the individual sounds in a word
phoneme isolation - ANSW-identifying the first or last sound in a word
blending - ANSW-putting together isolated sounds to make a word
segmentation - ANSW-take a single word and break it up into its isolated sounds
phoneme manipulation - ANSW-addition, deletion, and substitution of sounds
level 1 of phonological awareness - ANSW-words in sentences (where one word ends and the next
begins)
level 2 of phonological awanress - ANSW-rhyming (being able to identify different words have similar
endings)
level 3 of phonological awareness - ANSW-syllable (being able to identify or count the syllables in a
word)
level 4 of phonological awareness - ANSW-onset/rime (everything before the first vowel and everything
after)
level 5 of phonological awarenss - ANSW-phonemic awareness (level of phonological awareness)
phonics - ANSW-consciousness of speech sounds and their associated letter representation related to
reading
digraph - ANSW-2 consonant letters that make 1 sound
example of digraph - ANSW-/ch/ or /ph/
consonant blends - ANSW-2 or 3 consonants together but they keep their original sounds
examples of consonant blends - ANSW-/bl/ or /st/
vowel teams - ANSW-two vowels next to each other working together to represent one sound (usually
the first one is heard)
examples of vowel teams - ANSW-/ai/ or /ea/
dipthong - ANSW-one vowel sound formed by the combination of two letters
