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LLC 340 Final Exam Study Guide
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Perguntas do quiz (73)
1A vowel in any following consonants of a syllable, as /ook/ in book or brook, /ik/ in strike, and /a/ in play
- Aopen syllable
- Bschwa
- Cprefix
- Drime
2A voiced speech sound made without stoppage or friction of the air flow as it passes through the vocal tract.
- Avowel
- Bdiphthong
- Cr-controlled vowel
- Dconsonant
3 A meaningful linguistic unit that cannot be divided into smaller meaningful elements, as the word "book", or that is a component of a word, as "s" in "books".
- Adigraph
- Bblend
- Cmorpheme
- Drime
4Development of the association of print with meaning that begins early in a child's life and continues until the child reaches the stage of conventional reading and writing. Examines changes over time in how the child thinks about literacy and in the strategies the child uses.
- Aorthography
- Bsemantics
- Calphabetic principle
- Demergent literacy
5A conventional writing system in a given language.
- Amorphology
- Borthography
- Cpragmatics
- Dsemantics
6In a syllable, a sequence of two or more distinguishable consonant sounds before or after a vowel sound, as /skr/ and /mz/ in "screams". The term refers only to sounds, not to letters representing sounds.
- Aconsonant blend
- Bconsonant digraph
- Cconsonant
- Dvowel digraph
7The study of meaning in language, as the analysis of the meanings of words, phrases, sentences, discourse, and whole text.
- Asemantics
- Bpragmatics
- Cimplicit instruction
- Dexplicit instruction
8Instruction that guides the student to formulate generalizations without direct instruction.
- ALanguage Experience Approach (LEA)
- Bword study
- Cexplicit instruction
- Dimplicit instruction
9The identification of word-meaning elements such as "re" and "read" in "reread", to help understand the meaning of a word as whole. Commonly involves the identification of roots, affixes, compounds, hyphenated forms, inflected and derived endings, contractions, and in some cases, syllabication. Is sometimes used as an aid to pronunciation or in combination with phonic analysis.
- Ascaffolding
- Balphabetic principle
- Cstructural analysis
- Dautomaticity
10The ability to hear and manipulate the constituent sounds of words.
- Aword study
- Bphonemic awareness
- Canalytic phonics
- Dsynthetic phonics
11Which of the following word(s) have exactly 5 phonemes?
song
stand
bread
bank
telephone
frost- Afrost
- Btelephone
- Cband & bread
- Dsong
- Efrost & sand
12Which of the following word(s) have exactly 4 phonemes?
digit
stock
cloth
toenail
listen
sheep- Acloth
- Btoenail
- Cstock & cloth
- Dlisten & digit
- Ecloth & sheep
13Which of the following word(s) have exactly 7 phonemes?
candid
arboretum
magpie
through
eight
stopped- Acandid
- Barboretum
- Cmagpie & stopped
- Dcandid & arboretum
- Ethrough
14Which of the following words have exactly 3 phonemes?
bomb
climb
industry
coin
bonnet
cabbage- Abomb & coin
- Bbonnet
- Cclimb
- Dcabbage & industry
- Eindustry & climb
15Which of the following words have exactly 4 phonemes?
listen
bombed
bonnet
candy
cloth
crossed- Abombed & cloth
- Bcrossed & eight
- Ccandy & bombed
- Dbonnet
- Elisten
16Which of the following word(s) have exactly 3 graphemes?
rigid
host
floppy
whale
lemon
straight- Astraight
- Blemon
- Crigid
- Dwhale
- Ehost & floppy
17Which of the following word(s) have exactly 4 graphemes?
oasis
finalized
bomb
about
sketch
toasted- Atoasted
- Bbomb
- Csketch & stout
- Doasis & toasted
- Efinalized & sketch
18Which of the following word(s) have exactly 8 graphemes?
virus
gnome
soybean
springtime
industry
science- Ascience
- Bgnome
- Csoybean
- Dvirus & soybean
- Espringtime & industry
19Which of the following word(s) have exactly 5 graphemes?
sick
plant
honest
smelly
knife
fellowship- Asick
- Bhonest
- Cknife & sick
- Dplant, honest & smelly
- Esmelly, fellowship & knife
20Which of the following word(s) have exactly 1 syllable?
stopped
microcosm
understanding
cowboys
Sioux
military- Amicrocosm
- Bstopped
- Cmilitary
- Dcowboys & understanding
- ESioux & stopped
21Which of the following word(s) have exactly 4 syllables?
nucleus
outcropping
honesty
bobbin
occupation
argumentative- Aoccupation
- Bnucleus
- Chonesty
- Doutcropping & bobbin
- Eargumentative & occupation
22Which of the following word(s) have exactly 3 morphemes?
parsley
visionary
predicted
recreate
adored
oppressor- Aparsley
- Brecreate
- Cpredicted
- Dvisionary & predicted
- Erecreate & adored
23Substitute the onset of the word "chase" with a new onset to create a real word.
- Ad
- Bth
- Cv
- Domp
- Enone of the above
24Substitute the rime of the word "lift" with a new rime to create a real word.
- Ar
- Bamp
- Cix
- Dnt
- Enone of the above
25Identify the word(s) with an affix.
- Amessage
- Bcowboy
- Cunaware
- Dchomp
- Enone of the above
26Identify the word(s) with a prefix.
- Ateacher
- Brailroad
- Cremake
- Dcarpet
- Enone of the above
27Identify the word with the same final phoneme as the final phoneme in the word "scatter".
- Afur
- Bskimp
- Ccare
- Djar
- Enone of the above
28Which two words contain consonant blends?
- Athere & woman
- Bbefore & ripe
- Cplums & grew
- Dshe & they
- Efarthings & pint
29Which two words contain a CVC/short vowel pattern?
- Arotten & Dundee
- Bgrew & tree
- Cher & she
- Dand & for
- Egrew & three
30Which word contains an r-controlled vowel?
- Agrew
- Btree
- Crotten
- Dripe
- Efarthings
31Which word contains a prefix or an inflectional ending?
- Awoman
- Bplum
- Cgrew
- Dfarthings
- Epint
32In which row do all of the words include the short vowel /e/ sounds (closed syllables)?
- Aa
- Bb
- Cc
- Dd
- Ee
33Using a Big Book, Ms. Gutierrez points to the title and explains that this is the name, or title, of the story. She covers all but the first two lines and reads the lines aloud slowly as she tracks the words with her finger. She asks students to identify the name of the main character that appears in these lines. Ms. Gutierrez points to the name and reads it aloud, explaining to students that the name is a word bounded by a space before and after it. After practicing locating and counting words in the title and the first two lines of the story, Ms. Gutierrez explains that each word is made up of letters. She involves the students in naming and counting letters.
- ALanguage Experience Approach (LEA)
- Bsynthetic phonics
- Cword families/decoding by analogy
- Dconcepts about print
- Enone of the above
34Mr. Sakahara selects a Readers’ Theater story that is within the instructional level of his third graders. After distributing copies of the story, he reads it aloud as the students follow along in the text. The class discusses the plot and characters and explores how students can use their voices to convey the characters’ feelings. Parts are assigned for a Readers’ Theater performance to be held in class at the end of the week. Students practice their parts as a choral reading, then in small groups, in order to read smoothly with expression. They take home their copies of the story and practice reading aloud their parts. Finally, the students perform their readings in front of a live audience of kindergarten students, attempting to read smoothly and with expression.
- Adeveloping phonemic awareness
- Bfluency development
- Cpragmatics
- Demergent literacy
- Eimplicit instruction
35On the board, Mrs. Harper prints tri in the middle of a word part web, explaining to her fourth graders that tri is a Latin word part that means “three.” She asks students to brainstorm words that contain tri and adds their suggestions to the web. Mrs. Harper discusses the importance of knowing the meaning of some Greek and Latin word parts that are common in English words. She displays a chart showing Greek and Latin morphemes that represent numbers, such as uni, di, quad, milli, oct, and an example of an English word containing each part. After becoming familiar with these parts through a riddle game, Mrs. Harper divides the class into groups. She assigns each group a different numeral and asks the students to brainstorm words that begin with the corresponding Greek and Latin morphemes. Each group creates its own number riddles on chart paper and displays them for the rest of the class.
- Astructural analysis
- Bphonological awareness
- Cmorphology
- Dstructural analysis and morphology
- Eall of the above
36Ms. Horton reads Bill Martin Jr.’s, Brown Bear Brown Bear to her kindergarten class. After the reading Ms. Horton points out the letter “g” found in the word “green” and draws attention to the sound made by the letter “g.” Then she asks the children to find that same letter again in another word. One child finds the “g” in the word “goldfish” on another page. Another child finds “g” at the end of “frog.” Ms. Horton points out that “green” and “goldfish” starts with the same sound, which is also the last sound in “frog” and “dog.”
- Aembedded phonics
- Bphonemic awareness
- Cword families/decoding by analogy
- Dsynthetic phonics
- Enone of the above
37Ms. Robinson introduces a game to her kindergarten class. The object of this game is to trade the first phoneme in one’s first name with the first phoneme of one’s last name. Ms. Robinson tells her class her first and last name “Sue Robinson.” Then she explains that to play this game she needs to say, “Rue Sobinson.” She then asks for student volunteers to take turns substituting the initial phonemes in their first and last names.
- Asynthetic phonics
- Bimplicit phonics
- Cphonemic awareness
- Dfluency
- Enone of the above
38Ms. Taylor asks the students to help identify brown/town as rhyming words, as well as play/way. Next, she has the students identify the spelling patterns, which rhyme. These are the letters that begin with the first vowel and go to the end of the word, such as “own” and “ay.” Ms. Taylor tells the students that these spelling patterns can be used to figure out new words. To demonstrate this, she has the children sort the words “clown,” “tray,” “down,” and “say” into two groups under the known words, “play” and “brown” according to the spelling pattern.
- Astructural analysis
- Bsight words/automaticity
- Cword families/decoding by analogy
- Dembedded phonics
- Estructural analysis and word families/decoding by analogy
39Once Ms. Holt’s kindergarten class has learned to sing and recite the alphabet, she begins teaching the children the sounds of the consonant letters and then short vowels. The next step in Ms. Holt’s curriculum is to point to three letters placed in a pocket chart, such as h, a and t. While stretching out the sound of each letter, she slowly says the phonemes represented by each letter. She invites the class to blend the sounds of each letter together until the students can recognize the word “hat.”
- Aphonemic awareness
- Banalytic phonics
- Cstructural analysis
- Dwight words/automaticity
- Esynthetic phonics
40Mr. Warner introduces several high-frequency words by showing pictures with the following captions: a piece of cake, a box of cookies, a bowl of soup for Lori. He also writes the following sentences: Tami is from California; Erin is from Idaho. Mr. Warner includes these words on a Word Wall. Regularly he has the students chant and write these Word Wall words. Daily he has the students number a sheet of paper from one to five. He calls out five words, putting each in a sentence. One student finds the word and points to that word on the wall. The class claps and chants the spelling in a rhythmic fashion. Then they write the word on their paper. Words with which children need additional practice are called out more often than other words.
- Asight words/automaticity
- Bword sorts
- Cembedded phonics
- Dsight word/automaticity and embedded phonics
- Enone of the above
41On a large poster sprayed with adhesive, Mr. Cortez is having his students sort 12 word cards according to the vowel sound in each word. He asks them to read each word and
Standard I then put the card under the key word “bed”, “keep”, or “her”, depending on which vowel sound the letter “e” makes in the word. After the words are sorted, Mr. Cortez asks the children to read the words in each column orally.
What literacy concept is Mr. Cortez presenting in this lesson?- Asight word recognition
- Bphonemic awareness
- Cphonics/decoding
- Dstructural analysis
42On a large poster sprayed with adhesive, Mr. Cortez is having his students sort 12 word cards according to the vowel sound in each word. He asks them to read each word and
Standard I then put the card under the key word “bed”, “keep”, or “her”, depending on which vowel sound the letter “e” makes in the word. After the words are sorted, Mr. Cortez asks the children to read the words in each column orally.
What is Mr. Cortez's reasoning for teaching this type of lesson to his class in the scenario presented above?- AKnowledge of this skill will develop in-depth understanding of words
- BKnowledge of this skill will assist students in noticing syllable junctures in words
- CKnowledge of this skill will improve spelling
- DKnowledge of this skill will improve phonemic awareness
43On a large poster sprayed with adhesive, Mr. Cortez is having his students sort 12 word cards according to the vowel sound in each word. He asks them to read each word and
Standard I then put the card under the key word “bed”, “keep”, or “her”, depending on which vowel sound the letter “e” makes in the word. After the words are sorted, Mr. Cortez asks the children to read the words in each column orally.
Of the following activities, which would be most appropriate to help develop the skill depicted in the scenario presented above?- AMr. Cortez asks students to circle the prefixes and suffixes in a group of multi-syllable words in order to more easily read them
- BMr. Cortez's students work in pairs to read sentence strips containing words with short e, long e, and er spelling patterns
- CMr. Cortez asks students to find 25 words beginning with the letter e in the dictionary and copy the definitions
- DAs Mr. Cortez's students listen to him read a poem aloud to the class, they hold up a picture of a sheep every time they hear a word containing the long sound of e
44Mrs. Fuji explains to students that the prefix dis- means “not” or “opposite of”. She prints the following words on the board: disagree, disappear, distrust. For each word, she underlines the prefix dis- and asks the students to help identify the base word. The students consider the meaning of the prefix to help them define the entire word.
What literacy concept is Mrs. Fuji presenting in this lesson?- Amorphology
- Bembedded phonics
- Csyntax
- Dsyntactic phonics
45Mrs. Fuji explains to students that the prefix dis- means “not” or “opposite of”. She prints the following words on the board: disagree, disappear, distrust. For each word, she underlines the prefix dis- and asks the students to help identify the base word. The students consider the meaning of the prefix to help them define the entire word.
What is Mrs. Fuji's rationale for teaching this type of lesson to her class?- AKnowledge of this concept will develop automaticity with high frequency words
- BKnowledge of this concept will lead to increased success in memorizing words for standardized tests
- CKnowledge of this concept will assist students in reading and spelling multi-syllable words
- DNone of the above
46Mrs. Fuji explains to students that the prefix dis- means “not” or “opposite of”. She prints the following words on the board: disagree, disappear, distrust. For each word, she underlines the prefix dis- and asks the students to help identify the base word. The students consider the meaning of the prefix to help them define the entire word.
Of the following activities, which would be most appropriate to help develop the skill depicted in the scenario presented above?- AMrs. Fuji's students play a game in which they count the number of syllables in spoken words
- BMrs. Fuji's lass creates an affix web with a prefix in the middle and words containing the prefix around it. They must define the words in the web.
- CMrs. Fuji's students are asked to stand and individually read to the class unfamiliar sentences containing words with prefixes
- DMrs. Fuji asks her students to look up in the dictionary a list of 25 words that begin with the prefix dis-, define them, and white them in a sentence.
47The evidence that the inferences drawn from test results are accurate.
- Areliability
- Bvalidity
- Cvariability
- Dstanine
48A set of directions or guidelines for assessing a student's response or work sample, such as an oral report or a piece of writing.
- AInformal Reading Inventory (IRI)
- Bmiscue analysis
- Crubric
- DDIBELS/AIMSWeb
49Consistency in measurements and tests; specifically the extent to which two applications of the same measuring procedure rank persons in the same way.
- Areliability
- Bvalidity
- Cgrade equivalent
- Dmiscue analysis
50Marie Clay's indicator that tests book handling concepts which include front/back, top/bottom, left/write/=, word matching, word/letter order, punctuation, and word/letter recognition.
- Arunning record
- Bresponse to intervention (RTI)
- Cinformal reading inventory (IRI)
- Dconcepts about print (CAP)
51A single central value used to summarize a distribution of scores.
- Avalidity
- Bvariability
- Creliability
- Dreading rate
52The readability or grade level of material that is easy for a student to read with few word-identification problems and high comprehension. Although suggested criteria vary, better than 99 percent word-identification accuracy and better than 90 percent comprehension are often used as standards in judging whether a student is reading at this level.
- Areading rate
- Bmedian
- Cindependent reading level
- Dinstructional reading level
53A formal examination of a student's miscues in oral reading as the basis for determining the strengths and weaknesses in his/her approach to reading
- Amiscue analysis
- Bcriterion-referenced assessment
- CIdaho Reading Indicator
- Dconcepts about print
54The assessment of performance in relation to that of the large group used in the standardization of a test.
- Acriterion0referenced measurement
- Bnorm-referenced measurement
- Creliability
- Dmode
55The use of a graded series of passages of increasing difficulty to determine students' strengths, weaknesses, and strategies in word identification and comprehension.
- Ainformal reading inventory
- BIdaho Reading Indicator
- Cconcepts about print
- Dnorm-referenced measurement
56The reading ability or grade level of material that is challenging , but not frustrating for the student to read successfully with normal classroom instruction and support. Although suggested criteria vary, better than 96% word-identification accurate and better than 75% comprehension are often used as standards in judging whether a student is reading at this level.
- Aindependent reading level
- Bfrustration reading level
- Cinstructional reading level
- Dcentral tendency
57An objective estimate or prediction of reading comprehension of material, usually in terms of reading grade level, based on selected and quantified variables in text, especially some index of vocabulary difficulty and of sentence difficulty
- Areading rate
- Bcloze procedure
- Cretelling
- Dreadability
58In order to clarify how students' performance or product would be assessed, Ms. Peck provided and discussed a chart showing criteria for quality work. The criteria for various levels of quality were clearly identified along with the numerical score that each level of performance should warrant.
- Aanecdotal record
- Bcloze procedure
- Crubric
- Dreading rate
- Enone of the above
59Because of Ms. Carlson’s concern that standardized tests used by the state may not adequately represent her students’ ability to use reading and writing in real-world ways, she frequently evaluates the literacy progress of her students through the analysis of pen pal letters, presentations to audiences of parents, having her students read to younger children.
- Aauthentic assessment
- Bmiscue analysis
- Cconcepts about print
- DIdaho Standards Achievement Test (ISAT)
- Enone of the above
60Throughout the school year, Ms. Miles fifth grade students’ collect samples of their reading and writing. They store these artifacts in containers which they have decorated. During the school year Ms. Miles conferences with each of her students using these materials as a basis for identifying her students’ strengths and needs. Through this process Ms. Miles’s students become self-assessors and she is able to document her students’ growth over time.
- Anorm-referenced measurement
- Bmiscue analysis
- Canecdotal record
- Dportfolio-based assessment
- Eretelling
61Miss Evans discusses with her class an upcoming writing assignment. Together they create criteria for what an "A" paper should include, what a "B" paper should include.
- Aself-assessment
- Breading rate
- Crubric
- Dinformal reading inventory (IRI)
- Erunning record
62After marking a typescript of Peter's oral reading, Mr. Sears analyzed the differences between Peter's oral reading and the text to determine the cueing systems - graphophonic, semantic, syntactic - most frequently used by Peter.
- Aconcepts about print
- Bmiscue analysis
- Cscaffolding
- DIdaho Reading Indicator
- Enone of the above
63Miss Brown used an efficient system to mark Petronella's oral reading behaviors. She then calculated Petronella's reading rate, as well as word recognition and self-correction percentages. Miss Brown also analyzed Petronella's errors to see which cues she used - meaning, structure, or visual.
- Arunning record
- Bcurriculum-based measure
- Canecdotal record
- Dretelling
- Enone of the above
641. Using formative assessments with struggling readers can help a teacher to see if progress is being made before it is too late to change his/her instructional approach.
2. Running records enable a teacher to notice which cueing systems a child is using while reading connected text.
3. Diagnostic assessments pinpoint the needs of students so that small, flexible groups can be formed for intensive instruction.
4. The score on a fluency assessment is reported as a percent of correct responses.
5. Norm-referenced assessments are typically used to evaluate the effectiveness of instructional programs within a state, district, school.
6. Norm-referenced assessments compare students’ scores with a set of criteria.
Which of the statements above are TRUE about literacy assessment?- A1, 3, 5
- B2, 4, 6
- C2, 3, 4, 6
- D1, 2, 3, 5
- Eall of the above
65Not counting the repetition, how many miscues did this reader make in the passage?
- A6
- B5
- C7
- D8
66The most frequent type of miscue made was
- Adeletion
- Baddition
- Crepetition
- Dsubstitution
67Substituting "tried" for "tired" is an example of the following type of miscue:
- Asemantically acceptable
- Bsyntactically acceptable
- Cgraphically similar
- Dall of the above
68Matt is a fourth grader who has a difficult time with comprehension. On a recent test given by Ms. Fountain, his teacher, found his instructional reading level was calculated to be 2.3 and his independent reading level was 1.8.
What type of test did Ms. Fountain give to Matt?- Aconcepts about print
- Binformal reading inventory (IRI)
- CIdaho Reading Indicator (IRI)
- Dmiscue analysis
69Matt is a fourth grader who has a difficult time with comprehension. On a recent test given by Ms. Fountain, his teacher, found his instructional reading level was calculated to be 2.3 and his independent reading level was 1.8.
On the standardized achievement test administered this spring, Matt achieved the following scores on the reading part of the test.
Vocabulary - 32th percentile
Comprehension - 18th percentile
What type of assessment is this?- Acurriculum-based
- Bcriterion-referenced
- Cnorm-referenced
- Dcurriculum-based and norm-referenced
70Matt is a fourth grader who has a difficult time with comprehension. On a recent test given by Ms. Fountain, his teacher, found his instructional reading level was calculated to be 2.3 and his independent reading level was 1.8.
On the standardized achievement test administered this spring, Matt achieved the following scores on the reading part of the test.
Vocabulary - 32th percentile
Comprehension - 18th percentile
Based on the results of the assessments, which literacy conclusion is most appropriate for Matt?- AMatt is failing 4th grade based on these scores from the tests mentioned above
- BThe vocabulary score is in the low end of the average range
- CSince vocabulary and comprehension are below 50%, Matt is failing these subjects on the standardized tests
- DVocabulary strategies may be taught first to Matt because they should improve his comprehension
71Matt is a fourth grader who has a difficult time with comprehension. On a recent test given by Ms. Fountain, his teacher, found his instructional reading level was calculated to be 2.3 and his independent reading level was 1.8.
On the standardized achievement test administered this spring, Matt achieved the following scores on the reading part of the test.
Vocabulary - 32th percentile
Comprehension - 18th percentile
Which follow-up instructional activity would be the best for Ms. Fountain to pursue based on the information from the scenario presented above?- AMatt's teacher administers a running record with a fourth grade passage. This allows her to identify the cues to which Matte attends
- BMatt's teacher locates alternative reading material at a lower grade level or him before the class begins a new content area in social studies or science
- CDuring reading time, Matt's teacher makes sure Matt has a turn at "round robin" reading.
- DSince Matt's vocabulary scores are so low, his teacher has him define vocab words before every reading assignment by looking them up in a dictionary and writing them in sentences in his notebook
72Josie is a second grader whose teacher administered an Informal Reading Inventory to evaluate her reading. Her scores on the second grade passage were:
• Word recognition – 79%
• Comprehension – 44%
Based on the results of the test, what could you conclude about this assessment?- ASecond grade books would be at Josie's instructional reading level
- BJosie is strong in word recognition but weak in comprehension
- CJosie's scores fall in the average range based on stannous, so there is no need for intervention
- DSecond grade books would be at Josie's frustration reading level
73Josie is a second grader whose teacher administered an Informal Reading Inventory to evaluate her reading. Her scores on the second grade passage were:
• Word recognition – 79%
• Comprehension – 44%
Based on the results of Josie's scores in the scenario presented above, which decision for instructional follow-up is best?- AJosie needs to do wide, independent reading of second grade books
- BJosie's teacher should do further phonics assessment to pinpoint what sound-spelling relationships might be causing her difficulties when reading words in connected text
- CParticipating in daily round robin reading will improve Josie's work attack skills and comprehension
- DJosie's scores indicate she is a gifted reader who should go to 3rd grade for reading instruction
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- Final Exam LLC 340 Quiz sobre LLC 340 Final Exam Study Guide, criado por Amelia Newton0888 em 13-04-2016.
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- Amelia Newton0888
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