RVE Practice Test Questions and Answers Already Passed

RVE Practice Test Questions and Answers Already Passed

Semantic ✔✔the study of meaning, the study of linguistic development by classifying and examining changes in meaning and form.

Syntax ✔✔the study of the rules for the formation of grammatical sentences in a language, the study of the patterns of formation of sentences and phrases from words, In linguistics, the study of the rules that govern the ways in which words combine to form phrases, clauses, and sentences.Syntax is one of the major components of grammar, The arrangement of words in a sentence.

Semiphonetic ✔✔writing that demonstrates some awareness that letters represent speech sounds

Phonemes ✔✔the smallest unit of speech that distinguishes one word from another, t of tug and r of rug

\Phoneme matching ✔✔the ability to identify words that begin with the same sound.

Phoneme isolation ✔✔the ability to isolate a single sound from within a word.

Phoneme blending ✔✔the ability to blend individual sounds into a word.

Phoneme segmentation ✔✔the ability to break a word into individual sounds.

Phoneme manipulation ✔✔the ability to modify, change, or move the individual sounds in a word.

Phoneme segmentation ✔✔process of dividing a spoken word into the smallest units of sound within that word

Phonemic awareness ✔✔the ability to consciously manipulate individual phonemes in a spoken language, ability to tap count or push a penny forward for every sound heard in a word

Phonetic ✔✔representing the sounds of speech with a set of distinct symbols (letters) each denoting a single sound

Paralanguage ✔✔refers to the non-verbal elements of communication used to modify meaning and convey emotion. Paralanguage may be expressed consciously or unconsciously, and it includes the pitch, volume, and, in some cases, intonation of speech. Sometimes the definition is restricted to vocally-produced sounds. The study is known as paralinguistics. The term 'paralanguage' should not be confused with kinesics, or the study of body language. While kinesics is non-linguistic, it

is not necessarily related to vocal or written language: paralanguage is.

Formal assessments (norm and criterion) ✔✔Formal assessments have data which support the conclusions made from the test. We usually refer to these types of tests as standardized measures.These tests have been tried before on students and have statistics which support the conclusion such as the student is reading below average for his age. The data is mathematically computed and summarized. Scores such as percentiles, stanines, or standard scores are mostly commonly given from this type of assessment.

Informal assessments (reading inventories) ✔✔Informal assessments are not data driven but rather content and performance driven. For example, running records are informal assessments because they indicate how well a student is reading a specific book. Scores such as 10 correct out of 15, percent of words read correctly, and most rubric scores; are given from this type of assessment.

A criterion-referenced test ✔✔a test that provides a basis for determining a candidate's level of knowledge and skills in relation to a well-defined domain of content. What all of these tests have in common is that they attempt to determine a candidate's level of performance in relation to a well-defined domain of content.

norm-referenced tests ✔✔determine a candidate's level of the construct measured by a test in relation to a well-defined reference group of candidates, referred to as the norm group.

Flexible grouping ✔✔allows students to see themselves in a variety of contexts and aids the teacher in "auditioning" students in different settings and with different kinds of work

phonological component ✔✔involves the rules for combining sounds. Speakers of English, for example, know that an English word can end, but not begin, with an -ng sound. We are not aware of our knowledge of these rules, but our ability to understand and pronounce English words demonstrates that we do know a vast number of rules.

semantic component ✔✔is made up of morphemes, the smallest units of meaning that may be combined with each other to make up words(for example, paper + s are the two morphemes that make up papers), and sentences (Brown, 1973). A dictionary contains the semantic component of a language, but also what words (and meanings) are important to the speakers of the language.

syntactic component ✔✔consists of the rules that enable us to combine morphemes into sentences.As soon as a child uses two morphemes together, as in "more cracker," she is using a syntactic rule about how morphemes are combined to convey meaning.

Phonics ✔✔reading instruction should be combined with intensive development of the oral language needed to understand the text. Before phonics instruction begins, students must have the phonemic awareness skills they need in order to perceive individual sounds in words. This is particularly important for sounds that are problematic because of the native language.

Phonemic Awareness ✔✔children should have extensive experiences with fun and appealing songs, poems, chants, and read-alouds that will allow them to hear and reproduce the sound patterns of English.

Fluency ✔✔Repeated readings of texts that contain unfamiliar vocabulary and sentence structures will not increase fluency. When working on developing fluency, be sure that students are reading texts that they are familiar with and can understand. Students' own language experience stories are a very good choice, as are read-alouds that students have heard several times and discussed.

Vocabulary ✔✔Everything a teacher of ELLs does should revolve around vocabulary acquisition- explaining, demonstrating, drawing, repeating, reading, writing, and playing with words throughout every aspect of instruction.

Concept of print ✔✔Children with print awareness can begin to understand that written language is related to oral language. They see that, like spoken language, printed language carries messages and is a source of both enjoyment and information. Children who lack print awareness are unlikely to become successful readers. Indeed, children's performance on print awareness tasks is a very reliable predictor of their future reading achievement.

Sight words ✔✔Sight words are words that are instantly recognized without having to "figure them out." They rarely follow any rules and just have to be memorized.

Consonant blends or clusters (e.g., br, tr) ✔✔may be added; digraphs (e.g., th, sh, ch) are often introduced to permit children to read words such as this, she, and chair. Stop sounds at the beginning or middle of words may be harder for children to blend than are continuous sounds.Consonant blends or clusters may be harder for some children to learn than single consonants. For some children, being presented with consonant blends or clusters and individual sounds in the same lesson can lead to difficulty

Vowel digraph ✔✔A vowel digraph is a spelling pattern where two or more vowels are used together to make one vowel sound. For example ei as in sleigh, ea as in thread, and aw as in raw.

Literal ✔✔A question that can be answered directly from the text. The answer is already there. It is just if you can identify it. Sometimes you would need to word it.