Trathen - Appalachian State University



NAME_______________________________________________________________

Knowledge Exam 1

Part A. For questions 1-33 give an example for each of the concepts listed (give a word and mark—as indicated—the example of the concept): (2 points each)

1. a one syllable word that ends with a consonant digraph (underline the digraph)

2. a one syllable word that begins with a consonant digraph (underline the digraph)

3. a one syllable word that ends with a consonant blend (underline the blend)

4. a one syllable word that begins with a consonant blend (underline the blend)

5. a one syllable word with a vowel marker (vowel digraph), (underline the marker)

6. two words, each with the same vowel diphthong sound but that is spelled differently (underline the diphthong spellings)

7. a one syllable word with a short e vowel

8. a one syllable word with short a vowel

9. a one syllable word with short o vowel

10. a one syllable word with long i vowel

11. a one syllable word with long o vowel

12. a one syllable word with long e vowel

13. a one syllable word with a long a vowel

14. a one syllable word with an r-controlled vowel

15. a one syllable word with a consonant blend of three graphemes (underline the blend)--think on this one

16. two words that need to be learned by sight—phonetically irregular (sight words)

17. separate a one syllable word into its onset and rime (circle the onset and underline the rime)

18. a polysyllabic (more than 1 syllable) word with schwa vowel sound--other than short u (underline the schwa vowel)

19. a word that begins with hard g

20. a word that begins with soft c

21. two words with different sounds for th

22. a word with three morphemes (circle each morpheme)

23. a word with a bound morpheme (circle the bound morpheme)

24. a word with the same number of letters as phonemes, for each phoneme a single letter

25. a word with 5 phonemes, but more than 5 letters (circle each phoneme)

26. a word and its homograph

27. a word and its heteronym

28. a word and its homophone

29. a verb that requires doubling to the base form when adding ing

30. a verb that requires e-drop to the base form when adding ing

31. a one syllable word with an closed syllable

32. a one syllable word with a open syllable

33. a word that begins with a nasal consonant

Part B. For questions 34-38, briefly describe what the following concepts are and then discuss the importance of each concept for children's success in learning to read and write: (6 points each)

34. What are instructional, frustrational, & independent reading levels? Why is this distinction important for students?

35. Describe easy reading material. Why is it important for students and role should it play in your program?

36. What is finger pointing in early reading? Why is this important for students?

37. What is repeated reading? Why is this important for students?

38. What is echo reading? Why is this important for students?

Part C: Write short but COMPLETE answers to questions 39-43:

39. Suppose you read aloud to your students every day or every other day and your principal questions you about the usefulness of this practice. How would you justify reading aloud to children. Remember to draw from class discussion and readings in your response. (10 points)

40. List the following examples of reading instruction in order from those providing most support to least support, and briefly describe each: (10 points)

Guided (Directed) Reading, Independent Reading, Reading Aloud (To Students), Echo Reading,

Shared Reading (Together), Partner Reading

41. Describe the instructional steps in a DRTA. When is this type of instruction appropriate? (15 points)

42. Describe language experience (LEA). What role does it play in your reading program? (15 points)

43. For each picture below, write the possessive phrase that correctly describes the picture.

Use the nouns elephant and trunk.

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Name_________________________________________________________________________

Part D: Write short but COMPLETE answers to questions 44-48:

Invented Spelling—Developmental Stages:

44. Write the following misspellings (use the misspelling rather than the correct spelling) in the appropriate stage of spelling development they reveal:

(30 points)

kit (caught) sr (summer) whitch (witch)

tule (tool) kot (coat) td (trade)

r (road) their (there) smk (smoke)

tred (trade) shep (ship) hs (house)

jroms (drums) strate (straight) me (mommy)

traid (trade)

Preliterate / semi-phonetic /semi-phonemic spelling stage

Write Example Words (from above) that fit a child in this stage

Letter name / phonetic / phonemic spelling stage

Write Example Words

Within-word pattern / transitional spelling stage

Write Example Words

45. To answer this question you need to carefully consider the following spelling data (invented spelling) that a student might produce:

"Jennifer's farm"

ef I had a fam (farm) I wod (would) hav a pope (puppy)

and a ken (kitten) and my nam wod be famr (farmer) Jennifer

and my hosbad (husband) wod be famr Gus

Ther wod be a beg ban (barn) wit hosos (horses)

and caws

We wil mak fod from the gaden (garden) for denr (dinner)

What stage of spelling development do you think this child is in and why do you think that?

(10 points)

46. What instructional word study focus seems appropriate for this child and why do you think so? (10 points)

47. Short i word family

A. Sketch in a finished short i word family sort. (10 pts)

B. Briefly describe its focus--what does a child have to attend to in order to successfully complete the sort?

(5 pts)

48. What information about a child’s reading ability (level) can a teacher get from examining a student’s performance on a spelling test, both the number correct and the quality of the errors (invented spelling)?

(10 pts)

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