GACE Exam One with 100% Correct
Solutions
1. Early Emergent
2. Emergent
3. Early
4. Transitional - ANSWER-What are the four stages of reading development
Parts of the Assessment Cycle - ANSWER-Screen
Observe
Determine Reading Level
Diagnose skills Needed
Group
Plan targeted instruction
Monitor progress
What goes through all four stages? - ANSWER-Vocabulary, background knowledge,
knowledge of text and sentence structure, purpose for reading, strategies for reading.
Stage one: Early Emergent - ANSWER-Print Concepts
Story Concepts
Stage two: Emergent - ANSWER-ages 3-5,
phonemic awareness
alphabet recognition
Stage three: Early - ANSWER-First and second grade
decoding and sight word knowledge
Fourth stage: transitional - ANSWER-second and third grade
fluency and syllabication
Print Concepts - ANSWER-Knowing that we read left to right, punctual signals and
when new word starts
Story concepts - ANSWER-title, beginning, middle, end
Phonemic awareness - Emergent - ANSWER-ability to hear, rhyme, blend, and
segment sounds
two sight word assessments - ANSWER-fry and dolch
,what are the four ways to teach phonics? - ANSWER--Contextualized
-rules based
-synthetic
-analogy
-one phonics strategy is isolation ex. Van /v/
two phonics assessments - ANSWER-informal phonics inventory
spelling inventory
high frequency words - ANSWER-These are the most common words that readers use
again and again. Examples: The, of and said.
________________words should become sight words as soon as possible since they
are so useful.
sight words - ANSWER-Any word recognized automatically becomes a sight word.
Some words are only sight words because we cant decode them. Example, was and
who.
Definition of Phonics - ANSWER-ability to use grapheme and phoneme correspondence
to decode words.
AKA: the relationship between letters and sounds.
Six syllable types - ANSWER-open, closed, VCe, vowel teams, r-controlled, consonant-
le
Compound words - ANSWER-two words that hold meaning on their own but combined
to form a new word like
snowglobe, swimsuit
know how to break up words with closed and open syllables - ANSWER-1. Divide
between two middle consonants.
Split up words that have two middle consonants. For example:
hap/pen, bas/ket, let/ter,
2. Usually divide before a single middle consonant.
When there is only one syllable, you usually divide in front of it, as in:
"o/pen", "i/tem", "e/vil",
3. Divide before the consonant before an "-le" syllable.
,When you have a word that has the old-style spelling in which the "-le" sounds like "-el",
divide before the consonant before the "-le". For example: "a/ble", "fum/ble", "rub/ble"
"mum/ble" and "thi/stle".
4. Divide off any compound words, prefixes, suffixes and roots which have vowel
sounds.
Split off the parts of compound words like "sports/car" and "house/boat". Divide off
prefixes such at "un/happy", "pre/paid", or "re/write". Also divide off suffixes as in the
words "farm/er", "teach/er", "hope/less" and "care/ful".
Vowel Team - ANSWER-a syllable containing two letters that together make one vowel
sound
ai in rain
ay in play
ea in team
Contextualized - ANSWER-taking example words out of stories or poems
-context clues
Rules-based - ANSWER-teaching and applying the spelling rules
Synthetic - ANSWER-making words with letters
Analogy - ANSWER-sorting phonographs (word families)
-type of way to teach phonics
word families - ANSWER-Word families are groups of words that have a common
feature or pattern - example, at, cat, hat
Vowel-Consonant-e (VCe) syllables - ANSWER-Also known as "magic e" syllable
patterns, VCe syllables contain long vowels spelled with a single letter, followed by a
single consonant, and a silent e. Examples of VCe syllables are found in wake, whale,
while
Open syllables - ANSWER-If a syllable is open, it will end with a long vowel sound
spelled with one vowel letter; there will be no consonant to close it and protect the vowel
(me-n, to-tal, ri-val, bi-ble, mo-tor).
A few single-syllable words in English are also open syllables. They include me, she, he
and no, so, go. In Romance languages — especially Spanish, Portuguese, and Italian
— open syllables predominate.
Phonological Awareness - ANSWER-the ability to hear the distinctive sounds of letters
, Phonemic Awareness - ANSWER-able to hear, identify and manipulate phonemes
Story Maps - ANSWER-are visual representations of the elements that make up a
narrative. Story mapping helps improve comprehension by organizing and sequencing
events.
What are the types of texts? - ANSWER-fiction and nonfiction Stories, Dramas, Poetry
and informational texts
Diphthongs - ANSWER-sound formed by the combination of two vowels in a single
syllable, in which the sound begins as one vowel and moves towards another; ex: coin,
loud
Synonym - ANSWER-a word or phrase that means exactly or nearly the same as
another word or phrase in the same language; ex: shut and close
Antonym - ANSWER-a word opposite in meaning to another: ex: good and bad
What should you do before reading? - ANSWER-Activate background knowledge.
Introduce vocabulary.
What should you do during reading? - ANSWER-Remind students to use
comprehension strategies as they read and to monitor their understanding.
Ask questions that keep students on track and focus their attention on main ideas and
important points in the text.
Focus attention on parts in a text that require students to make inferences.
Call on students to summarize key sections or events.
Encourage students to return to any predictions they have made before reading to see if
they are confirmed by the text.
What should you do after reading? - ANSWER-Guide discussion of the reading.
Ask students to recall and tell in their own words important parts of the text.
Offer students opportunities to respond to the reading in various ways, including through
writing, dramatic play, music, readers' theatre, videos, debate, or pantomime.
Students, with some help from the teacher, may:
Evaluate and discuss the ideas encountered in the text.
Apply and extend these ideas to other texts and real life situations.
Summarize what was read by retelling the main ideas.
Discuss ideas for further reading.
What is retelling? - ANSWER-involves having students orally reconstruct a story that
they have read.
Syntax - ANSWER-The arrangement of words and phrases to create well-formed
sentences in a language.
Solutions
1. Early Emergent
2. Emergent
3. Early
4. Transitional - ANSWER-What are the four stages of reading development
Parts of the Assessment Cycle - ANSWER-Screen
Observe
Determine Reading Level
Diagnose skills Needed
Group
Plan targeted instruction
Monitor progress
What goes through all four stages? - ANSWER-Vocabulary, background knowledge,
knowledge of text and sentence structure, purpose for reading, strategies for reading.
Stage one: Early Emergent - ANSWER-Print Concepts
Story Concepts
Stage two: Emergent - ANSWER-ages 3-5,
phonemic awareness
alphabet recognition
Stage three: Early - ANSWER-First and second grade
decoding and sight word knowledge
Fourth stage: transitional - ANSWER-second and third grade
fluency and syllabication
Print Concepts - ANSWER-Knowing that we read left to right, punctual signals and
when new word starts
Story concepts - ANSWER-title, beginning, middle, end
Phonemic awareness - Emergent - ANSWER-ability to hear, rhyme, blend, and
segment sounds
two sight word assessments - ANSWER-fry and dolch
,what are the four ways to teach phonics? - ANSWER--Contextualized
-rules based
-synthetic
-analogy
-one phonics strategy is isolation ex. Van /v/
two phonics assessments - ANSWER-informal phonics inventory
spelling inventory
high frequency words - ANSWER-These are the most common words that readers use
again and again. Examples: The, of and said.
________________words should become sight words as soon as possible since they
are so useful.
sight words - ANSWER-Any word recognized automatically becomes a sight word.
Some words are only sight words because we cant decode them. Example, was and
who.
Definition of Phonics - ANSWER-ability to use grapheme and phoneme correspondence
to decode words.
AKA: the relationship between letters and sounds.
Six syllable types - ANSWER-open, closed, VCe, vowel teams, r-controlled, consonant-
le
Compound words - ANSWER-two words that hold meaning on their own but combined
to form a new word like
snowglobe, swimsuit
know how to break up words with closed and open syllables - ANSWER-1. Divide
between two middle consonants.
Split up words that have two middle consonants. For example:
hap/pen, bas/ket, let/ter,
2. Usually divide before a single middle consonant.
When there is only one syllable, you usually divide in front of it, as in:
"o/pen", "i/tem", "e/vil",
3. Divide before the consonant before an "-le" syllable.
,When you have a word that has the old-style spelling in which the "-le" sounds like "-el",
divide before the consonant before the "-le". For example: "a/ble", "fum/ble", "rub/ble"
"mum/ble" and "thi/stle".
4. Divide off any compound words, prefixes, suffixes and roots which have vowel
sounds.
Split off the parts of compound words like "sports/car" and "house/boat". Divide off
prefixes such at "un/happy", "pre/paid", or "re/write". Also divide off suffixes as in the
words "farm/er", "teach/er", "hope/less" and "care/ful".
Vowel Team - ANSWER-a syllable containing two letters that together make one vowel
sound
ai in rain
ay in play
ea in team
Contextualized - ANSWER-taking example words out of stories or poems
-context clues
Rules-based - ANSWER-teaching and applying the spelling rules
Synthetic - ANSWER-making words with letters
Analogy - ANSWER-sorting phonographs (word families)
-type of way to teach phonics
word families - ANSWER-Word families are groups of words that have a common
feature or pattern - example, at, cat, hat
Vowel-Consonant-e (VCe) syllables - ANSWER-Also known as "magic e" syllable
patterns, VCe syllables contain long vowels spelled with a single letter, followed by a
single consonant, and a silent e. Examples of VCe syllables are found in wake, whale,
while
Open syllables - ANSWER-If a syllable is open, it will end with a long vowel sound
spelled with one vowel letter; there will be no consonant to close it and protect the vowel
(me-n, to-tal, ri-val, bi-ble, mo-tor).
A few single-syllable words in English are also open syllables. They include me, she, he
and no, so, go. In Romance languages — especially Spanish, Portuguese, and Italian
— open syllables predominate.
Phonological Awareness - ANSWER-the ability to hear the distinctive sounds of letters
, Phonemic Awareness - ANSWER-able to hear, identify and manipulate phonemes
Story Maps - ANSWER-are visual representations of the elements that make up a
narrative. Story mapping helps improve comprehension by organizing and sequencing
events.
What are the types of texts? - ANSWER-fiction and nonfiction Stories, Dramas, Poetry
and informational texts
Diphthongs - ANSWER-sound formed by the combination of two vowels in a single
syllable, in which the sound begins as one vowel and moves towards another; ex: coin,
loud
Synonym - ANSWER-a word or phrase that means exactly or nearly the same as
another word or phrase in the same language; ex: shut and close
Antonym - ANSWER-a word opposite in meaning to another: ex: good and bad
What should you do before reading? - ANSWER-Activate background knowledge.
Introduce vocabulary.
What should you do during reading? - ANSWER-Remind students to use
comprehension strategies as they read and to monitor their understanding.
Ask questions that keep students on track and focus their attention on main ideas and
important points in the text.
Focus attention on parts in a text that require students to make inferences.
Call on students to summarize key sections or events.
Encourage students to return to any predictions they have made before reading to see if
they are confirmed by the text.
What should you do after reading? - ANSWER-Guide discussion of the reading.
Ask students to recall and tell in their own words important parts of the text.
Offer students opportunities to respond to the reading in various ways, including through
writing, dramatic play, music, readers' theatre, videos, debate, or pantomime.
Students, with some help from the teacher, may:
Evaluate and discuss the ideas encountered in the text.
Apply and extend these ideas to other texts and real life situations.
Summarize what was read by retelling the main ideas.
Discuss ideas for further reading.
What is retelling? - ANSWER-involves having students orally reconstruct a story that
they have read.
Syntax - ANSWER-The arrangement of words and phrases to create well-formed
sentences in a language.
