Deck 6: Spelling

Question 1

Systematic instruction in which of the following has been found to create more efficient spellers?

A) Sound segmentation
B) Sound-symbol association
C) Spelling patterns
D) All of the above

Answer 1

D

Question 2

What can be said about the relationship among reading, writing, and spelling?

A) Development in spelling generally coincides with advances in reading.
B) Development in spelling generally coincides with advances in writing.
C) Development in spelling generally coincides with advances in both reading and writing.
D) None of the above

Answer 2

C

Question 3

What is the name of the initial stage of spelling development that occurs at about the time the child learns the alphabet and discovers that words are composed of letters?

A) The preliterate stage
B) The phonetic stage
C) The precommunicative stage
D) The transitional stage

Answer 3

C

Question 4

When children have become aware of the left-to-right orientation of the English language and understand the alphabetic principle, we can say they are in which stage of developmental spelling?

A) The prephonetic, or preliterate stage
B) The precommunicative stage
C) The transitional stage
D) The phonetic stage

Question 5

Which of the following is the best definition of a spelling "consciousness"?

A) An ability to tell if a spelled-out word "looks right"
B) A concern for spelling all words correctly
C) A consciousness that we speak in a flow of sounds
D) An understanding of the difference between phonemes and graphemes

Question 6

Why is encouraging young students to use experimental spelling a positive practice for beginning writers?

A) Observations of experimental spellings can tell teachers a good deal about the student's knowledge of sound-spelling relationships.
B) Attempting to sound out words offers the student important opportunities to experiment with sound-spelling relationships.
C) Coupling experimentation with systematic instruction in the visual patterns of our language will help students learn to spell correctly.
D) All of the above

Question 7

Which of the following statements best describes an effective spelling program for early literacy?

A) A program in which students are continually exposed to the regular patterns of words
B) A program in which students learn the sounds of the letters in the alphabet and then learn to apply these letters systematically to sounds
C) A program in which teachers help students explore and understand the patterns and useful generalizations about the relationships within and between words
D) A program that includes memorization of grade-level lists appropriate to the age and developmental level of the students to be taught

Question 8

Which of the following is a true statement regarding an effective spelling program?

A) All words to be learned should be chosen by the students.
B) All words to be learned should be chosen by the teacher.
C) Students should be taught to always check to see if they know how to spell a word correctly before writing it down.
D) Whenever possible, students should be involved in spelling the same words they are learning to read.

Question 9

Which of the following is an appropriate activity for students at the early phonetic/early letter name stage of spelling development?

A) Word building
B) Contract spelling
C) Paired post-tests
D) Spelling bee

Question 10

Which of the following is a good reason for using contract spelling with advanced spellers?

A) Students who select their own words have an investment in their own learning.
B) If chosen from their writing needs, students see the purpose of their spelling lists.
C) The motivation to succeed is heightened.
D) All of the above

Question 11

Which of the following is NOT a useful instructional strategy for children needing special help in spelling?

A) Word searches
B) Spelling reflections
C) Word lists and high frequency words
D) Portable keyboards

Question 12

According to recent research, students' __________ is also supported by proficiency in spelling.

Question 13

The matching of letters and letter-combinations with sounds is called __________.

Question 14

Word hunts, word-building activities, and labeling pictures are all good activities to use at the early phonetic/early letter name stage to reinforce __________.

Question 15

If students can tell if a word they have spelled "looks right," we can say they have developed a __________.

Question 16

When students have mastered the basic principles of English orthography, we say they have arrived at the __________.

Question 17

In general, students are __________in their use of the patterns they devise in their experimental spellings.

Question 18

With guidance, students will soon discover that all 44 or so __________in the English language can be represented by letters or groups of letters.

Question 19

In order to write their words in context, students must be taught a __________for what to do when they cannot spell a word.

Question 20

When students are going around the room searching for words that contain a sound or letter pattern that has just been studied, they are engaging in a __________.

Question 21

The Common Core State Standards appropriately connect spelling to __________ .

Question 22

What explanation would you offer to the mother of a kindergartener who wonders why you allow her child to misspell so many words on writing drafts.

Question 23

Describe in your own words the six concepts that can be derived from observing experimental spelling. Discuss how knowing letter names can be a help and a hindrance to children in the initial phases of writing.

Question 24

List the stages of developmental spelling and provide an example of each. Why do you think it is important for classroom teachers to be able to identify approximately the stage that each of their students is in?

Question 25

Discuss the instructional practices that have been found to be the most and least effective in creating efficient spellers.