ELED 3100 Exam Questions and Answers Already Passed
MTSS - Answers Multi-Tiered System of Support
RTI - Answers Response to Intervention
Tier 1 of RTI - Answers whole class instruction (80-90%)
Tier 2 of RTI - Answers targeted interventions (small groups) (10%)
Tier 3 of RTI - Answers intensive supports. tailored to meet the needs of the student. 1-5%
scope - Answers depth and breath of the content to be taught at a specific grade level
sequence - Answers the order in which the content should be taught for the best learning
Phonics - Answers ability to apply letter-sounds correspondence and spelling patterns to read
fluency - Answers ability to read text with speed, accuracy, and paper expression
vocabulary - Answers ability to translate unfamiliar words into print and speech and connect
meaning
comprehension - Answers ability to create meaning from text
5 Steps of Explicit Instruction - Answers 1. explanation of objective 2. teacher presentation and
modeling 3. guided practice 4. independent practice 5. monitoring and assessment
"I do" - Answers manageable chunks, direct clear straightforward teaching
"we do" - Answers ask questions, students get more responsibility, check for understanding,
adjust instruction
"Y'all do" - Answers small groups/partners assume responsibility, lots of practice
"you do" - Answers cycle is repeated until al students are ready for "independent practice"
mastery of the learning objective
planned scaffolding - Answers determined before instruction begins
interactional scaffolding - Answers in-the-moment instructional adaptions
contingency - Answers the support we give is contingent on what the student needs
skilled reading - Answers fluent execution and coordination of word recognition and language
comprehension
form of print - Answers printed words are made up of letters, sentences are made up of words,
capital letters and punctuation marks, read left to right top to bottom
, Function of print - Answers carries meaning, used for different purposes, correspondence
concept of print - Answers "understand print contains meaning, directionality, concept of a word,
letter knowlege, phoenomic awareness, literacy language (author, title, etc)"
phonological awareness - Answers A broad skill that involves the identifying and discrimination
of various components of spoken English. This can include words in sentences, syllables, etc
hierarchy matters - Answers words in sentences > rhyming > syllables > onset/rime > phonemic
awareness
words in sentences - Answers Being able to identify the words in a sentence (not read- just
identify)
rhyming - Answers being able to identify different words that have similar endings
syllables - Answers being able to identify or count the syllables within a word
onset - Answers everything before the first vowel
Rime - Answers the vowel and everything after
Phonemic Awareness - Answers the consciousness of the individual sounds in a word
isolation - Answers identify first or last sound in a word
blending - Answers put together isolated sounds to make a word
Segemetation - Answers take a single word and break it up into isolated sounds
Phoneme Manipulation - Answers changing individual sounds within a word to make a new
word
Phonemes - Answers individual sounds of English
Graphemes - Answers individual letters of English
morphemes - Answers individual parts of meaning of English
stages in word reading - Answers 1) pre alphabetic stage
2) partial alphabetic stage
3) full alphabetic stage
4) consolidated alphabetic stage
Pre-alphabetic - Answers non-phonemic features, learned representation, ~ 40 words
MTSS - Answers Multi-Tiered System of Support
RTI - Answers Response to Intervention
Tier 1 of RTI - Answers whole class instruction (80-90%)
Tier 2 of RTI - Answers targeted interventions (small groups) (10%)
Tier 3 of RTI - Answers intensive supports. tailored to meet the needs of the student. 1-5%
scope - Answers depth and breath of the content to be taught at a specific grade level
sequence - Answers the order in which the content should be taught for the best learning
Phonics - Answers ability to apply letter-sounds correspondence and spelling patterns to read
fluency - Answers ability to read text with speed, accuracy, and paper expression
vocabulary - Answers ability to translate unfamiliar words into print and speech and connect
meaning
comprehension - Answers ability to create meaning from text
5 Steps of Explicit Instruction - Answers 1. explanation of objective 2. teacher presentation and
modeling 3. guided practice 4. independent practice 5. monitoring and assessment
"I do" - Answers manageable chunks, direct clear straightforward teaching
"we do" - Answers ask questions, students get more responsibility, check for understanding,
adjust instruction
"Y'all do" - Answers small groups/partners assume responsibility, lots of practice
"you do" - Answers cycle is repeated until al students are ready for "independent practice"
mastery of the learning objective
planned scaffolding - Answers determined before instruction begins
interactional scaffolding - Answers in-the-moment instructional adaptions
contingency - Answers the support we give is contingent on what the student needs
skilled reading - Answers fluent execution and coordination of word recognition and language
comprehension
form of print - Answers printed words are made up of letters, sentences are made up of words,
capital letters and punctuation marks, read left to right top to bottom
, Function of print - Answers carries meaning, used for different purposes, correspondence
concept of print - Answers "understand print contains meaning, directionality, concept of a word,
letter knowlege, phoenomic awareness, literacy language (author, title, etc)"
phonological awareness - Answers A broad skill that involves the identifying and discrimination
of various components of spoken English. This can include words in sentences, syllables, etc
hierarchy matters - Answers words in sentences > rhyming > syllables > onset/rime > phonemic
awareness
words in sentences - Answers Being able to identify the words in a sentence (not read- just
identify)
rhyming - Answers being able to identify different words that have similar endings
syllables - Answers being able to identify or count the syllables within a word
onset - Answers everything before the first vowel
Rime - Answers the vowel and everything after
Phonemic Awareness - Answers the consciousness of the individual sounds in a word
isolation - Answers identify first or last sound in a word
blending - Answers put together isolated sounds to make a word
Segemetation - Answers take a single word and break it up into isolated sounds
Phoneme Manipulation - Answers changing individual sounds within a word to make a new
word
Phonemes - Answers individual sounds of English
Graphemes - Answers individual letters of English
morphemes - Answers individual parts of meaning of English
stages in word reading - Answers 1) pre alphabetic stage
2) partial alphabetic stage
3) full alphabetic stage
4) consolidated alphabetic stage
Pre-alphabetic - Answers non-phonemic features, learned representation, ~ 40 words
