Ch6

Question 1

begin to recognize patterns and chunks to analyze unfamiliar words

Answer 1

consolidated alphabetic phase

Question 2

how long should students read instructional and independent level materials each day

Answer 2

at least 30 minutes

Question 3

why does writing become more fluent during this period

Answer 3

students know how to automatically spell many words

Question 4

this is a critical aspect of vocabulary growth

Answer 4

word consciousness

Question 5

t/f vocab instruction is the same as spelling/phonics instruction

Answer 5

f

Question 6

words that sound the same but are spelled differently provide rich fodder for vocab development

Answer 6

homophones

Question 7

t/f the spelling pattern reflects the different meaning

Answer 7

t

Question 8

words that are spelled the same but have different meanings

Answer 8

homonyms

Question 9

words spelled alike but pronounced differently

Answer 9

homographs

Question 10

words and phrases share meaning in their origin

Answer 10

polysemous

Question 11

either individually or with a partner students sort the words

Answer 11

open sort (use other chapters definitions more often though)

Question 12

t/f students in this stage can start using dictionaries to check word meanings

Answer 12

t

Question 13

students in the within word pattern stage explore this layer of English spelling

Answer 13

pattern

Question 14

how words are spelled may depend on their histories and origins, how vowel sounds are spelled may depend on their position withing a word, how vowel sounds are spelled may depend on sounds next to them, and how vowel words are spelled may depend on the word’s meaning

Answer 14

reasons why the same phoneme may be spelled with different patterns

Question 15

why is the English language so confusing

Answer 15

it doesn’t follow the alphabetic principle; more vowel sounds than there are letters to represent them, sounds are spelled a number of different ways, not just short and long vowels but also other vowels, there are multiple dialects, don’t match patterns, some vowels different than other languages

Question 16

vowels that are not long nor short

Answer 16

ambiguous

Question 17

what should you have an intensive look at at the end of this stage

Answer 17

homophones

Question 18

what is one of the biggest parts of any piece to these levels of teaching; most mentioned strategy

Answer 18

modeling

Question 19

how can you help students with their spelling

Answer 19

encourage to try spelling several different ways, use posted resources in the room (model usage), use dictionaries, remind students what they know

Question 20

how do you remind students what they know

Answer 20

use rhymes to make analogies, word chunks, and the “best bet” strategy

Question 21

what is a systematic way to guide students’ mastery of the complexities of vowel and consonant patterns in this stage

Answer 21

carefully planned word sorts

Question 22

how should you create your word sorts; what types of words should you use

Answer 22

use words students can read, what they use but confuse, sound and pattern, no rules but reliable patterns, show exceptions/oddballs

Question 23

what make the best oddballs

Answer 23

high-frequency words

Question 24

t/f too many oddballs placed in a sort makes it easier for students to find the pattern

Answer 24

f

Question 25

t/f you should teach your students rules to spelling

Answer 25

f you teach patterns instead

Question 26

steps for proper word study

Answer 26

demonstrate, check and reflect, extend: students work alone across the week

Question 27

these are using previous read material and provide opportunities to make connections between what they are learning in word study and the words they read in books

Answer 27

word hunts

Question 28

with these, students sort words by sound as a partner reads them aloud, because students must not only distinguish the vowel sound but also associate it with a visual orthographic pattern

Answer 28

blind sorts

Question 29

these help contrast long and short vowels

Answer 29

picture sorts

Question 30

in this part of the stage, students know blends and digraphs and spell most short vowels correctly. these kids also experiment with silent letters that mark long vowels

Answer 30

early

Question 31

in this stage, students are spelling the vowels with the CVCe pattern correctly but still making mistakes on the less-common long vowel patterns as well as other vowels

Answer 31

middle

Question 32

in this stage, students will have mastered the long vowel patterns but will be making a few errors in the other vowels

Answer 32

late

Question 33

what factors does pacing depend on

Answer 33

developmental level, grade level, and rate of progress

Question 34

what pace is a good place to start while monitoring progress with observations and assessments to determine pacing

Answer 34

moderate

Question 35

how do you determine how to differentiate instruction for your student's developmental levels

Answer 35

monitor progress and adjust the lessons

Question 36

studying these in single-syllable words lays a critical foundation for studying two-syllable words in the next stage and cannot be shortchanged

Answer 36

vowel patterns

Question 37

t/f high-frequency words should not replace developmental word study by features, but rather should supplement such study

Answer 37

t

Question 38

choosing 6-10 words per week for 9 weeks and having a cumulative list of the words for reference with the understanding students must spell them correctly once they have been studied and developing routines is important for studying these

Answer 38

high-frequency words

Question 39

best ways to develop routines

Answer 39

introduce and discuss, self-corrected test methods, self-study methods, practice test, final test

Question 40

why is the self-correction method effective

Answer 40

helps with memorization

Question 41

order of the self-study method

Answer 41

look at the word and say it, cover the word, write the word, check the word, write the word again if it is spelled wrong

Question 42

having students write the words as they write them down; type of sort

Answer 42

blind writing sort

Question 43

t/f students in the within word pattern stage can be involved in setting their own goals

Answer 43

t

Question 44

t/f when planning word study with ELLs it is important to know something about their native languages and what literacy experience they have had

Answer 44

t

Question 45

what letters do Spanish speakers usually have troubles with

Answer 45

long vowels

Question 46

these are an explicit way to draw ELLs attention to both similarities and differences with languages

Answer 46

word sorting

Question 47

within word pattern stage lasts within these grades generally

Answer 47

first to fourth

Question 48

t/f vocab instruction is differentiated even when it involves words from the weekly sort

Answer 48

f

Question 49

an essential tool that provides and organizational structure and documentation of students work

Answer 49

word study notebook

Question 50

t/f it is important to bring back old words from previous weeks

Answer 50

t

Question 51

how to do teacher-directed sorts

Answer 51

use a prepared sort or make your own, introduce by reading words together and talk about the meanings, introduce the key words for the sound sort (vowel sounds), model, ask students to look for patterns, keep headers and scramble words, sort again, students do their own sort

Question 52

these start with everyone sorting their own set of words

Answer 52

open sorts

Question 53

how to do open sorts

Answer 53

used prepared sort or choose some own words, introduce by reading words together and talking about word meanings, have students sort their words, ask for their rationale behind it, close the sort and agree on key words to use as headers, all students sort the same way now, talk about categories and oddball with open-ended questions, help summarize what students learned with the sort