EDUC 210 EXAM REVIEW
QUESTIONS WITH 100% VERIFIED
ANSWERS
Phonological Awareness Development - Answer- Big to Small
1. Words
2. Syllables
3. Sounds
Decoding and Spelling Development - Answer- Small to Big
1. Individual sounds
2. Specific Vowel Patterns
3. Syllable Types
Letter Name/Alphabetic Spelling Development - Answer- 1. Initial, then final consonants
2. Short vowels (end of Kindergarten)
3. Diagraphs
4. Blends
Within Word Pattern Spelling Development - Answer- 1. R-controlled vowels
2. Vowel consonant E (Jan. of 1st grade)
3. Vowel teams
4. Diphthongs (end of 1st grade)
Closed Syllable - Answer- Short vowel followed by one or more consonants. Ex. trash,
con/tent
Open Syllable - Answer- Vowel is at the end of syllable and is pronounced with its long
sound. Ex. she, re/mote
Vowel Consonant E Syllable - Answer- Final E marks the long vowel sound. Ex. time,
en/rage
OR is dropped when a vowel suffix is added blam/ing
R Controlled Syllable - Answer- Link a vowel and r to make a vowel sound that is
neither long nor short. Ex. shark, sur/prise
Vowel Team Syllable - Answer- Two vowels (and sometimes w or y) working together to
represent one sound. Ex. team, con/tain, boy/ish
, Consonant le - Answer- Always comes at the end of a word and is never accented. Ex.
enable, table
Who are beginning readers? - Answer- 1.Typically developing K and 1st grade students
2. 2nd graders who are struggling
3. A small number of older children with specific learning disabilities
4. ELL newcomers
What do beginning readers know and have? - Answer- 1. Alphabet
2. Letter Names
3. Letter sounds
3. Concept of word
4. Moderate phonemic awareness
Guided Reading - Answer- Used to address children's literacy development bases on
their assessed needs, by using little decodable books to early chapter books. Students
will read chorally or by whisper reading, never take turns reading in popcorn or round
robin format.
Choral Reading - Answer- Students read with the support of the teacher's voice. Most
support
Partner Reading - Answer- Students read aloud, alternative partners.
Whisper Reading - Answer- Students read on their own, out loud but not together. Least
support
Word Sorting - Answer- Helps children master items they are using but confusing in
their spelling.
High Frequency Words - Answer- Helps children master the reading and spelling of
words hat make up the bulk of their reading and writing.
Decoding By Analogy - Answer- Helps children recognize common long vowel teams.
Tier 1 Words - Answer- Most basic words, rarely requiring instruction in school.
Tier 2 Words - Answer- High frequency words for mature language users important to
academic success.
Tier 3 Words - Answer- Low frequency words, limited to specific domains.
If you can read long word... - Answer- your fluency, vocabulary and comprehension will
be depressed.
QUESTIONS WITH 100% VERIFIED
ANSWERS
Phonological Awareness Development - Answer- Big to Small
1. Words
2. Syllables
3. Sounds
Decoding and Spelling Development - Answer- Small to Big
1. Individual sounds
2. Specific Vowel Patterns
3. Syllable Types
Letter Name/Alphabetic Spelling Development - Answer- 1. Initial, then final consonants
2. Short vowels (end of Kindergarten)
3. Diagraphs
4. Blends
Within Word Pattern Spelling Development - Answer- 1. R-controlled vowels
2. Vowel consonant E (Jan. of 1st grade)
3. Vowel teams
4. Diphthongs (end of 1st grade)
Closed Syllable - Answer- Short vowel followed by one or more consonants. Ex. trash,
con/tent
Open Syllable - Answer- Vowel is at the end of syllable and is pronounced with its long
sound. Ex. she, re/mote
Vowel Consonant E Syllable - Answer- Final E marks the long vowel sound. Ex. time,
en/rage
OR is dropped when a vowel suffix is added blam/ing
R Controlled Syllable - Answer- Link a vowel and r to make a vowel sound that is
neither long nor short. Ex. shark, sur/prise
Vowel Team Syllable - Answer- Two vowels (and sometimes w or y) working together to
represent one sound. Ex. team, con/tain, boy/ish
, Consonant le - Answer- Always comes at the end of a word and is never accented. Ex.
enable, table
Who are beginning readers? - Answer- 1.Typically developing K and 1st grade students
2. 2nd graders who are struggling
3. A small number of older children with specific learning disabilities
4. ELL newcomers
What do beginning readers know and have? - Answer- 1. Alphabet
2. Letter Names
3. Letter sounds
3. Concept of word
4. Moderate phonemic awareness
Guided Reading - Answer- Used to address children's literacy development bases on
their assessed needs, by using little decodable books to early chapter books. Students
will read chorally or by whisper reading, never take turns reading in popcorn or round
robin format.
Choral Reading - Answer- Students read with the support of the teacher's voice. Most
support
Partner Reading - Answer- Students read aloud, alternative partners.
Whisper Reading - Answer- Students read on their own, out loud but not together. Least
support
Word Sorting - Answer- Helps children master items they are using but confusing in
their spelling.
High Frequency Words - Answer- Helps children master the reading and spelling of
words hat make up the bulk of their reading and writing.
Decoding By Analogy - Answer- Helps children recognize common long vowel teams.
Tier 1 Words - Answer- Most basic words, rarely requiring instruction in school.
Tier 2 Words - Answer- High frequency words for mature language users important to
academic success.
Tier 3 Words - Answer- Low frequency words, limited to specific domains.
If you can read long word... - Answer- your fluency, vocabulary and comprehension will
be depressed.
