Deck 7: Word Identification

Question 1

Skilled readers use the strategy of immediate word recognition on 50 percent of the printed words they encounter.

Answer 1

False

Question 2

As children become more skilled at identifying words, they rely less on individual letter-sound relationships.

Answer 2

True

Question 3

Both analytic and synthetic phonics approaches address rules, discuss isolated letter-sound relationships, break words apart, and put them back together again.

Answer 3

True

Question 4

In both open and closed word sorting, children are guided toward discovering similarities in words, rather than being told how they are alike.

Question 5

High-frequency words should be taught because these words make up 15 percent of all written material.

Question 6

In what order do children progress through developmental phases of word identification?

A) Prealphabetic, partial alphabetic, consolidated alphabetic, full alphabetic
B) Partial alphabetic, pre-alphabetic, consolidated alphabetic, full alphabetic
C) Prealphabetic, partial alphabetic, full alphabetic, consolidated alphabetic
D) Partial alphabetic, prealphabetic, full alphabetic, consolidated alphabetic

Question 7

When a child reads the word "money" for "monkey," the student is in which developmental phase for word identification?

A) Prealphabetic phase
B) Partial alphabetic phase
C) Full alphabetic phase
D) Consolidated alphabetic phase

Question 8

A student who is able to identify words with similar spelling patterns is in which developmental phase for word identification?

A) Prealphabetic phase
B) Partial alphabetic phase
C) Full alphabetic phase
D) Consolidated alphabetic phase

Question 9

Choose the activity below that does NOT reflect a contemporary approach to phonics.

A) Reading stories, poems, and songs
B) Completing worksheets and memorizing
C) Listening for and identifying sounds in words
D) Spelling sounds in words as students write

Question 10

Mary tries to list one animal per every letter of the alphabet. Mary is using

A) a consonant-based strategy.
B) a spelling-based strategy.
C) an analogy-based strategy.
D) structural analysis.

Question 11

What principle is represented in the following example?
C + at = cat

A) Phonemic awareness
B) Function words
C) Alphabetic principle
D) Onset and rime

Question 12

While reading a section in her basal reader, Emily underlined all the words that she did not know right away and wrote them on index cards. Emily is creating

A) a word wall.
B) a word bank.
C) a word sort.
D) None of the above

Question 13

Each of the following is a spelling-based strategy for word identification EXCEPT

A) word banks.
B) word walls.
C) cube words.
D) word sorting.

Question 14

When students use meaning clues to identify words, they are using

A) context.
B) word walls.
C) high-frequency words.
D) phonics.

Question 15

When teachers delete important words in cloze passages, such as nouns, verbs, and adjectives, what type of cloze activity are they using?

A) Selective word deletion
B) Systematic word deletion
C) Partial word deletion
D) Traditional word deletion

Question 16

Mr. Hanson deletes every 10th word from a passage and has his students decide what words would fit into the passage based on the context. Mr. Hanson is using

A) selective word deletion.
B) systematic word deletion.
C) partial word deletion.
D) None of the above

Question 17

________ involves teaching children how to identify words through prefixes, suffixes, and root words.

A) Cross-checking strategies
B) Spelling-based strategies
C) Analogy-based strategies
D) Structural analysis

Question 18

Which of the following is a strategy for teaching structural analysis?

A) Wall chart carousel
B) Compound word cups
C) Word study notebook
D) All of the above

Question 19

Which one of the following strategies is NOT used for teaching function words?

A) Incremental rehearsal
B) Cross-checking
C) Language-experience strategy
D) Word wall

Question 20

Nouns, action verbs, adjectives, and adverbs are ________; they supply the information of the topic.

A) content words
B) high-frequency words
C) function words
D) instant words

Question 21

Ms. Simon asked a group of fourth-grade students, "What words can you think of that have the prefix "un" in them?" Students mentioned unfair, unable, unacceptable, unafraid, and unbelief. She is likely enhancing the students' awareness of

A) morphemic structure.
B) structural analysis.
C) inflected endings.
D) Greek roots.

Question 22

Which of the following sets of words would be most effective to use when introducing students to the concept of structural analysis?

A) Pretest, retest, tested, testing
B) Run, runs, ran, running
C) Hate, great, wait, eight
D) Afraid, obtain, explain, remain

Question 23

A second-grade teacher has students take two single-syllable nouns from a hat (e.g., snow, man) and asks them to form words by putting the words together (e.g., snowman). Students then draw pictures to illustrate their new words and write short stories using the new words. This activity is likely to be most effective for helping students

A) use visualization as a writing strategy.
B) apply knowledge of phonics generalizations.
C) use context cues to identify unfamiliar words.
D) understand the concept of compound words.

Question 24

Mr. Hargo wants his first graders to know high-frequency words well. In his classroom we should see

A) lists of words being sent home for practice.
B) a word wall.
C) a chart that shows who has mastered the first 100 words.
D) daily practice with flash cards.

Question 25

Students need to know how to read words so they can focus on understanding what they are reading. Which of the following is NOT a principle to be implemented?

A) Identifying words means sounding them out.
B) Assessment should guide grouping.
C) Phonics is only one part of the word identification process.
D) Teach and reinforce word identification in meaningful contexts.

Question 26

When learning letter-sound correspondence, beginning readers are likely to need the most instruction in decoding which of the following?

A) Ship
B) Time
C) Cat
D) Nest

Question 27

To decode is to

A) make meaning.
B) use a code to decipher a message.
C) write out what you hear.
D) sound out a printed sequence of letters.

Question 28

The word "dict" is a(n) __ for " dictation."

A) antonym
B) prefix
C) root word
D) inflectional ending

Question 29

________is a compound word, while_________is a contraction.

A) Trench coat; its
B) Flip chart; those
C) Toothbrush; it is
D) Scarecrow; who's

Question 30

A morpheme is

A) the smallest meaningful unit of a word.
B) the smallest unit of sound in the language.
C) an ending such as -ly, -ing, or -s.
D) a root word whose spelling changes depending on what prefix or suffix one adds to it.

Question 31

Your principal has asked you to compose a letter for the parents of your students explaining how you teach word identification. Discuss four points that you will include in your letter and explain why each point is important.

Question 32

The authors of the text discuss many strategies for teaching phonics. Explain three strategies and how you would adapt them to your own classroom. Include why you selected the strategies.

Question 33

Relying on context to cross-check for word identification is a strategy discussed in the text. Discuss why and how cross-checking develops one's ability to identify words.

Question 34

What is structural analysis, and how is it used to identify words? Discuss three strategies for teaching structural analysis.

Question 35

Explain the importance of providing students with a balanced approach to word identification.