EDCO 817 QUIZ 3 PRACTICE
EXAMINATION 2026 QUESTIONS WITH
ANSWERS GRADED A+
◍ ***Within word pattern what they know, what confused on, absent/what to
teach them.
Answer: early FLOTE for float, correct Consonants, blends, digraphs, Short
vowels in CVC words, r-influenced CVC words:car, Spell known sight
words confuse Silent letters in long vowel patterns, -k,-ck, and ke
endings;SMOCK for smoke, PEKE for peakTeach: vowels in unaccented
syllables: FLOWR for flower, Consonant doubling: SHOPING for
shopping, e-Drop: DRIVEING for drivingMiddle: plus long vowel patterns
(CVCe, CVVC)-k,-ck,-ke endingsLate: ed and other common inflections:
MARCHT for marched, BATID for batted
◍ Derivational Relations Spelling.
Answer: Root words can help spell words (e.g., favor, challenge, divide,
differ) - longer words DERIVED from...
◍ *Spelling and Reading stages.
Answer: 1. Emergent Stage - Emergent Reading (Prek-1) 2. Letter
Name-Alphabetic Stage - Beginning Reading (K-2) 3. Within Word Pattern
Stage- transitional reading (1-4) 4. Syllables and Affixes Stage Intermediate
Reading (Grades 3 to 6) 5. Derivational Relations - advanced reading
(grades 5 +)
◍ An Interactive Word Wall.
Answer: -support all students' reading, writing, and learning about a
topic.-Students are asked to interact with words-words become an integral
part of students' reading, writing, and speaking vocabulary.
,◍ *Domains of language: phonology, etc..
Answer: Phonology: Sounds of languageMorphology: Word forms and rules
for changing word meaning (prefixes, suffixes)Semantics: Meaning of
words, phrases, and sentencesSyntax: Rules for how words in sentences are
put together (grammar)Pragmatics/Discourse: Meaning of language in
context.
◍ *FLUENCY ASSESSMENTS.
Answer: Fountas & Pinnell Benchmark Assessments-benchmark books to
see what level the student can read-rate, phrasing, intonation (pitch, tone),
pausing, stress, integration -students read a leveled text-rate reading on a
rubric AIMSWEB-continuous student assessment -identify at-risk students,
progress reports-curriculum based measurements, aligned reading measures
-progress via a web-based data management and reporting system to
determine response to instruction.DIBELS (Dynamic Indicators of Basic
Early Literacy Skills) -short tests-assessing the acquisition of K-6 literacy
skills, such as phonemic awareness, alphabetic principle, accuracy and
fluency, vocabulary, and comprehension.
◍ *Consonant blend.
Answer: 2 consonants next to each other ex: bl
◍ Guided Reading.
Answer: -teacher guides small groups of students in reading short, carefully
chosen texts in order to build independence, fluency, comprehension skills,
and problem-solving strategies. -teacher models -Then students read to
themselves in quiet voices as the teacher listens in, noting strategies and
obstacles, and cuing individual students as needed.-Students then discuss
content, and share problem-solving strategies. -Guided reading allows a
teacher to provide different levels of support, depending on the needs of the
students.
◍ *How to teach short vowels and long vowels.
Answer: Short vowels: closed "one little vowel in middle says its short
sound just a little"Long vowels: open vowel-ends in long vowel, "when one
, vowel at end is free, it says its name to me"Magic E-ends in silent e, vowel
says its name, gave away all its powertalkers- 2 adjacent vowels, first one is
long"when two vowels go walking the first one does the talking"
◍ Word Parts.
Answer: Affixes-beginning of word (prefix) or end of word (suffix)
Suffixes: Inflectional suffixes minimally change the meaning of the base
word. Examples of inflectional suffixes are -ing, -ed, and -s/es. The meaning
difference between walk and walked is minimal. Derivational suffixes
change the meaning of the base or root word. Examples of derivational
suffixes are -tion, -ous, -ite, and -or. The meaning difference between
governand governor is significant. The part of speech changes from a verb
("to govern") to a noun ("one who governs").Base words are words that are
not derived from other words. ex: base word migrate: migration, migrant,
immigration, immigrant, migrating, and migratory.Word roots are the words
from other languages that are the origin of many English words. About 60%
of all English words have Latin or Greek origins.
◍ *3 levels of text.
Answer: An easy ( independent) text ( 95 to 100 percent correct)An
instructional text ( 90 to 94 percent correct)A hard ( frustrational ) text (80
to 89 percent correct)
◍ *How to teach phonics?.
Answer: Systematic=effective. 1. Planned, sequential introduction of phonic
elements2. Explicit, systematic teaching of the planned sequence of
sound/symbol correspondences3. Opportunities to practice taught skills in
isolation and transfer to connected text containing those elements
◍ Assessing Rate and Accuracy.
Answer: -Curriculum-based measurement (CBM)-student read aloud from
unpracticed, grade -level passages for 1 minute, while an examiner identifies
errors.-At the end of one minute a score of words correct per minute ( or
letters or sounds correct) is calculated.-That score can be compared with an
established benchmark that indicates proficiency.
EXAMINATION 2026 QUESTIONS WITH
ANSWERS GRADED A+
◍ ***Within word pattern what they know, what confused on, absent/what to
teach them.
Answer: early FLOTE for float, correct Consonants, blends, digraphs, Short
vowels in CVC words, r-influenced CVC words:car, Spell known sight
words confuse Silent letters in long vowel patterns, -k,-ck, and ke
endings;SMOCK for smoke, PEKE for peakTeach: vowels in unaccented
syllables: FLOWR for flower, Consonant doubling: SHOPING for
shopping, e-Drop: DRIVEING for drivingMiddle: plus long vowel patterns
(CVCe, CVVC)-k,-ck,-ke endingsLate: ed and other common inflections:
MARCHT for marched, BATID for batted
◍ Derivational Relations Spelling.
Answer: Root words can help spell words (e.g., favor, challenge, divide,
differ) - longer words DERIVED from...
◍ *Spelling and Reading stages.
Answer: 1. Emergent Stage - Emergent Reading (Prek-1) 2. Letter
Name-Alphabetic Stage - Beginning Reading (K-2) 3. Within Word Pattern
Stage- transitional reading (1-4) 4. Syllables and Affixes Stage Intermediate
Reading (Grades 3 to 6) 5. Derivational Relations - advanced reading
(grades 5 +)
◍ An Interactive Word Wall.
Answer: -support all students' reading, writing, and learning about a
topic.-Students are asked to interact with words-words become an integral
part of students' reading, writing, and speaking vocabulary.
,◍ *Domains of language: phonology, etc..
Answer: Phonology: Sounds of languageMorphology: Word forms and rules
for changing word meaning (prefixes, suffixes)Semantics: Meaning of
words, phrases, and sentencesSyntax: Rules for how words in sentences are
put together (grammar)Pragmatics/Discourse: Meaning of language in
context.
◍ *FLUENCY ASSESSMENTS.
Answer: Fountas & Pinnell Benchmark Assessments-benchmark books to
see what level the student can read-rate, phrasing, intonation (pitch, tone),
pausing, stress, integration -students read a leveled text-rate reading on a
rubric AIMSWEB-continuous student assessment -identify at-risk students,
progress reports-curriculum based measurements, aligned reading measures
-progress via a web-based data management and reporting system to
determine response to instruction.DIBELS (Dynamic Indicators of Basic
Early Literacy Skills) -short tests-assessing the acquisition of K-6 literacy
skills, such as phonemic awareness, alphabetic principle, accuracy and
fluency, vocabulary, and comprehension.
◍ *Consonant blend.
Answer: 2 consonants next to each other ex: bl
◍ Guided Reading.
Answer: -teacher guides small groups of students in reading short, carefully
chosen texts in order to build independence, fluency, comprehension skills,
and problem-solving strategies. -teacher models -Then students read to
themselves in quiet voices as the teacher listens in, noting strategies and
obstacles, and cuing individual students as needed.-Students then discuss
content, and share problem-solving strategies. -Guided reading allows a
teacher to provide different levels of support, depending on the needs of the
students.
◍ *How to teach short vowels and long vowels.
Answer: Short vowels: closed "one little vowel in middle says its short
sound just a little"Long vowels: open vowel-ends in long vowel, "when one
, vowel at end is free, it says its name to me"Magic E-ends in silent e, vowel
says its name, gave away all its powertalkers- 2 adjacent vowels, first one is
long"when two vowels go walking the first one does the talking"
◍ Word Parts.
Answer: Affixes-beginning of word (prefix) or end of word (suffix)
Suffixes: Inflectional suffixes minimally change the meaning of the base
word. Examples of inflectional suffixes are -ing, -ed, and -s/es. The meaning
difference between walk and walked is minimal. Derivational suffixes
change the meaning of the base or root word. Examples of derivational
suffixes are -tion, -ous, -ite, and -or. The meaning difference between
governand governor is significant. The part of speech changes from a verb
("to govern") to a noun ("one who governs").Base words are words that are
not derived from other words. ex: base word migrate: migration, migrant,
immigration, immigrant, migrating, and migratory.Word roots are the words
from other languages that are the origin of many English words. About 60%
of all English words have Latin or Greek origins.
◍ *3 levels of text.
Answer: An easy ( independent) text ( 95 to 100 percent correct)An
instructional text ( 90 to 94 percent correct)A hard ( frustrational ) text (80
to 89 percent correct)
◍ *How to teach phonics?.
Answer: Systematic=effective. 1. Planned, sequential introduction of phonic
elements2. Explicit, systematic teaching of the planned sequence of
sound/symbol correspondences3. Opportunities to practice taught skills in
isolation and transfer to connected text containing those elements
◍ Assessing Rate and Accuracy.
Answer: -Curriculum-based measurement (CBM)-student read aloud from
unpracticed, grade -level passages for 1 minute, while an examiner identifies
errors.-At the end of one minute a score of words correct per minute ( or
letters or sounds correct) is calculated.-That score can be compared with an
established benchmark that indicates proficiency.
