CALT Review Questions
1. Drivers license or passport (is, are) required: Is - subject with or, not, either,make the verb
agree with the part of the subject nearer to the verb
2. Quartile Letters: A-D, E-L, M-R, S-Z Aliens Eat Marshmallow Sandwiches
3. active vocabulary: you can provide a definition for
4. passive vocabulary: we know but can't define. Know receptive but not expres-sive.
5. Paper when writing: parallel to writing arm
6. consonants: make a blocked sound
7. double consonants: mark out the one in the unaccented syllable bc it's thesilent one
8. voiced s: after a voiced consonant, after a short vowel in a little word, betweena vowel
and a silent e
9. n sound mouth placement: tongue behind top teeth
10. ng mouth placement: tongue behind bottom teeth
11. anglo saxon words and g before i or e: g stays hard (get, gift)
12. adverb: describes verbs, adjectives, and other adverbs
13. circumflex over vowel in (accented, unaccented) syllable: accented
14. tilde over vowel in (accented, unaccented) syllable: unaccented
15. when er, ir, ar or are followed by another r,: they're no longer combinationsand the vowel
is short
16. ur remains a combination when its followed by another r (urr) ex: current-
: unless it's in the unaccented syllable (surrender)
17. 6 syllables: closed, open, fss, v-e, vv, vr
18. vowel y: says short i sound in unaccented syllable (candy) and long i sound inaccented
syllable (fly)
19. w is bossy (3 examples): w makes a say o watchw makes or say er worm
w makes ar say or warm
20. qu: the u is not a vowel here bc it's part of a combination
21. er and est are part of three degrees of comparison of adjectives: Positive -simple quality-
fast
Comparative- more quality - fasterSuperlative - most quality- fastest
22. oo says oo like book but in some irregular words this also says oo: u saysoo like book in
words like push and pull
,23. circumflex: the "eyebrow" or lighening
24. tilde: the wave
25. dieresis: two dots over the a
26. letters that can be silent: w in wr, t in stle, t in listen, b in thumb, k in kn, g in gn
27. Silent letters were once pronounced: but written lang is slower to change andmay keep the
letter that was once pronounced
28. what is the rationale for teaching pragmatics through the use of oral lan- guage to prep
students to comprehend text?: teaching pragmatics thru oral langmay positively impact a
student's understanding of implied meaning in written lang
29. IDEA enacted in 1975 as PL94-142 was updated in 1990 and reauthorized in 2004. Under
IDEA a SLP is a category of disability with 8 academic domains. Dyslexia is included ensuring
which of the following for students:: eligibility forSPED
30. component of phonological processing that includes the skills of word retrieval from
long term memory and word recoding and has a strong impacton reading fluency: naming
31. Chall's Stages- pre reading or psuedo: preschool pretending to read
32. Chall's Stage 1 (initial reading and decoding): 1st gr sounding out
33. Chall's Stage 2: Confirmation and Fluency: 2nd 3rd increasing fluency, etc
34. Chall's Stage 3: Reading for New Learning: 4-8 reading is used to learn by theend of this
stage reading and listening are equal or good readers reading is better than listening
35. Chall's Stage 4: Reading from Multiple Viewpoints: 10th-12th broad range ofcomplex
material
36. Chall's Stage 5: Construction and Reconstruction: -College and beyond
-Construct (build) knowledge from reading
-Reconstruct new knowledge
-Unfortunately many students never reach it to this stage.
37. Ehri's Phases pre-alphabetic: little or no alpha knowledge and uses other cueslike visual or
pictures. Ends in Kinder. Focus on PA, alphabet, grapheme phonemecorrespondences
38. Ehri's Phase partial alphabetic: emerging use of grapheme-phoneme connec-tions. Focus on
letter sound and pa
39. Ehri's Phases full alphabetic: requires a working memory of PA skills, reader attends to
every letter in a word, letter sound correspondence is set and decoding slowing . Starts late
kinder or 1st. have students segment and blend all sounds andpromote orthographic mapping
40. Orthographic mapping: strengthening of associations between graphemesand phonemes
to bond the spellings, pronunciations, and meanings of specific words in memory
41. Ehri's Phases consolidated alphabetic phase: use chunks to decode, mostmature form of
, reading, begins in 2nd
42. Ehri's Phases Automatic phase: final, reading is quick and effortless
43. situation reading: IRD keyword sound deck, know order of most frequent
44. situation spelling: ISD green spelling deck, not rules but situations, 96 symbolsrepresent 44
sounds
45. spelling rules: 5: floss, rabbit, doubling, change y to i, dropping
46. doubling rule: bw ends in one vowel one consonant and one accent (Openingdoesn't end
in an accented syllable)
47. 66 ad: french influence
48. 500-1100 ad: old english
49. 1100: crusades and middle english
50. 1400-1600 ad: the great vowel shift
51. 1564-1610: shakespear and modern english
52. latin word: 55% ti, si, ci, tu, ct, pt, soft c, silent h ROOT WORDS
53. anglo saxon: 20%, one syllable, common, vowel teams, short words with silent letters,
numbers, colors, outer body parts, wh, ng, wr, wild old words, cle ENGLISHBASE WORDS
54. greek: 11% science, medical, medial y, ph (f), ch (k), silent p, ology, ic ending,photo, tele,
therm, bio, hydro, BOOK 6
55. Morphological awareness: thinking about the smallest units of meaning ormorphemes
(units can include root words, affixes)
56. free morpheme: can stand alone
57. bound morpheme: A morpheme that must be "bound" with another morphemeto form a
word. Ex: un, ish, es, ed, pre
58. subordinating conjunction: word that joins independent clauses with a depen-dent or
subordinating clause
59. interjection: word that indicates noise ZAP BOOM
60. ellipsis: any part of the sentence that is not directly expressed (You) go get that.
61. Past participle: a participle that expresses completed action Usually HAVE
, have begun, etc Or ends in ED
62. Singular nouns: most indefinite pronouns like everybody, everyone, everything
63. Verb should agree with the subject and not the word in between: High levelsof pollution -
the subject is levels not pollution
1. Drivers license or passport (is, are) required: Is - subject with or, not, either,make the verb
agree with the part of the subject nearer to the verb
2. Quartile Letters: A-D, E-L, M-R, S-Z Aliens Eat Marshmallow Sandwiches
3. active vocabulary: you can provide a definition for
4. passive vocabulary: we know but can't define. Know receptive but not expres-sive.
5. Paper when writing: parallel to writing arm
6. consonants: make a blocked sound
7. double consonants: mark out the one in the unaccented syllable bc it's thesilent one
8. voiced s: after a voiced consonant, after a short vowel in a little word, betweena vowel
and a silent e
9. n sound mouth placement: tongue behind top teeth
10. ng mouth placement: tongue behind bottom teeth
11. anglo saxon words and g before i or e: g stays hard (get, gift)
12. adverb: describes verbs, adjectives, and other adverbs
13. circumflex over vowel in (accented, unaccented) syllable: accented
14. tilde over vowel in (accented, unaccented) syllable: unaccented
15. when er, ir, ar or are followed by another r,: they're no longer combinationsand the vowel
is short
16. ur remains a combination when its followed by another r (urr) ex: current-
: unless it's in the unaccented syllable (surrender)
17. 6 syllables: closed, open, fss, v-e, vv, vr
18. vowel y: says short i sound in unaccented syllable (candy) and long i sound inaccented
syllable (fly)
19. w is bossy (3 examples): w makes a say o watchw makes or say er worm
w makes ar say or warm
20. qu: the u is not a vowel here bc it's part of a combination
21. er and est are part of three degrees of comparison of adjectives: Positive -simple quality-
fast
Comparative- more quality - fasterSuperlative - most quality- fastest
22. oo says oo like book but in some irregular words this also says oo: u saysoo like book in
words like push and pull
,23. circumflex: the "eyebrow" or lighening
24. tilde: the wave
25. dieresis: two dots over the a
26. letters that can be silent: w in wr, t in stle, t in listen, b in thumb, k in kn, g in gn
27. Silent letters were once pronounced: but written lang is slower to change andmay keep the
letter that was once pronounced
28. what is the rationale for teaching pragmatics through the use of oral lan- guage to prep
students to comprehend text?: teaching pragmatics thru oral langmay positively impact a
student's understanding of implied meaning in written lang
29. IDEA enacted in 1975 as PL94-142 was updated in 1990 and reauthorized in 2004. Under
IDEA a SLP is a category of disability with 8 academic domains. Dyslexia is included ensuring
which of the following for students:: eligibility forSPED
30. component of phonological processing that includes the skills of word retrieval from
long term memory and word recoding and has a strong impacton reading fluency: naming
31. Chall's Stages- pre reading or psuedo: preschool pretending to read
32. Chall's Stage 1 (initial reading and decoding): 1st gr sounding out
33. Chall's Stage 2: Confirmation and Fluency: 2nd 3rd increasing fluency, etc
34. Chall's Stage 3: Reading for New Learning: 4-8 reading is used to learn by theend of this
stage reading and listening are equal or good readers reading is better than listening
35. Chall's Stage 4: Reading from Multiple Viewpoints: 10th-12th broad range ofcomplex
material
36. Chall's Stage 5: Construction and Reconstruction: -College and beyond
-Construct (build) knowledge from reading
-Reconstruct new knowledge
-Unfortunately many students never reach it to this stage.
37. Ehri's Phases pre-alphabetic: little or no alpha knowledge and uses other cueslike visual or
pictures. Ends in Kinder. Focus on PA, alphabet, grapheme phonemecorrespondences
38. Ehri's Phase partial alphabetic: emerging use of grapheme-phoneme connec-tions. Focus on
letter sound and pa
39. Ehri's Phases full alphabetic: requires a working memory of PA skills, reader attends to
every letter in a word, letter sound correspondence is set and decoding slowing . Starts late
kinder or 1st. have students segment and blend all sounds andpromote orthographic mapping
40. Orthographic mapping: strengthening of associations between graphemesand phonemes
to bond the spellings, pronunciations, and meanings of specific words in memory
41. Ehri's Phases consolidated alphabetic phase: use chunks to decode, mostmature form of
, reading, begins in 2nd
42. Ehri's Phases Automatic phase: final, reading is quick and effortless
43. situation reading: IRD keyword sound deck, know order of most frequent
44. situation spelling: ISD green spelling deck, not rules but situations, 96 symbolsrepresent 44
sounds
45. spelling rules: 5: floss, rabbit, doubling, change y to i, dropping
46. doubling rule: bw ends in one vowel one consonant and one accent (Openingdoesn't end
in an accented syllable)
47. 66 ad: french influence
48. 500-1100 ad: old english
49. 1100: crusades and middle english
50. 1400-1600 ad: the great vowel shift
51. 1564-1610: shakespear and modern english
52. latin word: 55% ti, si, ci, tu, ct, pt, soft c, silent h ROOT WORDS
53. anglo saxon: 20%, one syllable, common, vowel teams, short words with silent letters,
numbers, colors, outer body parts, wh, ng, wr, wild old words, cle ENGLISHBASE WORDS
54. greek: 11% science, medical, medial y, ph (f), ch (k), silent p, ology, ic ending,photo, tele,
therm, bio, hydro, BOOK 6
55. Morphological awareness: thinking about the smallest units of meaning ormorphemes
(units can include root words, affixes)
56. free morpheme: can stand alone
57. bound morpheme: A morpheme that must be "bound" with another morphemeto form a
word. Ex: un, ish, es, ed, pre
58. subordinating conjunction: word that joins independent clauses with a depen-dent or
subordinating clause
59. interjection: word that indicates noise ZAP BOOM
60. ellipsis: any part of the sentence that is not directly expressed (You) go get that.
61. Past participle: a participle that expresses completed action Usually HAVE
, have begun, etc Or ends in ED
62. Singular nouns: most indefinite pronouns like everybody, everyone, everything
63. Verb should agree with the subject and not the word in between: High levelsof pollution -
the subject is levels not pollution
