Ch8

Question 1

this describes the type of word knowledge that more advanced readers and writers develop in the final stage

Answer 1

derivational relations

Question 2

word sorts in this final level do this

Answer 2

generally have more to do with vocabulary development rather than spelling development

Question 3

t/f exploring the logic underlying correct spellings of these words not only helps us learn and remember the correct spelling but, more importantly, leads to a deeper understanding of how words work

Answer 3

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Question 4

t/f this is a generative process

Answer 4

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Question 5

readers in this stage develop their understanding of this layer of orthography

Answer 5

meaning

Question 6

meaning chunks

Answer 6

morphemic

Question 7

picking up on the meaning chunks in morphology, which cross syllable boundaries and offer insights into the meaning of the word

Answer 7

morphemic analysis

Question 8

the generative morphological processes by which meaningful word parts combine; form of teaching

Answer 8

teaching about words

Question 9

what is a big purpose of concept sorts

Answer 9

they activate background knowledge and generate interest in and questions about the topic

Question 10

t/f a teacher has to continue to model their own use and curiosity about dictionaries to help student’s word conciousness

Answer 10

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Question 11

doing this and creating words provides a powerful knowledge base for learning vocabulary and spelling and facilitating more effective reading and writing

Answer 11

exploring word origins

Question 12

the study of word origins and may develop into a lifelong fascination for many students

Answer 12

etymology

Question 13

t/f understand a word’s origin provides the most powerful key to remembering the spelling

Answer 13

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Question 14

misspellings at the derivational relations stage appear similar to those at the syllables and affixes stage; these errors occur here and with the vowel in unaccented or unstressed syllables

Answer 14

syllable juncture

Question 15

polysyllabic words often have these where the vowel is reduced to the schwa sound

Answer 15

unaccented syllables

Question 16

t/f words that are related in meaning are often related in spelling as well despite change in sound

Answer 16

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Question 17

word meaning is studied originally in the syllables and affixes stage when students study these

Answer 17

suffixes

Question 18

consonants that are silent in one word are sometimes “sounded” in a related word, or pronunciation of the consonants changes when a suffix is added to words

Answer 18

consonant alternation

Question 19

strategy that students use to remember the spelling of a silent consonant in a word

Answer 19

think of a word related in spelling and meaning

Question 20

occurs in related words in which the spelling of the vowels remains the same despite and alternation or change in the sound represented by the spelling

Answer 20

vowel alternation

Question 21

least accented vowel sound

Answer 21

schwa or reduced vowels

Question 22

usually refers to a base or word root together with any derivational affixes that have been added

Answer 22

stem

Question 23

base word

Answer 23

free morpheme

Question 24

word root

Answer 24

bound morpheme

Question 25

spellings may pose a significant challenge for students because they depend on considerable prior knowledge about other basic spelling-meaning patterns, process of adding prefixes to base words, and simple Greek/Latin roots

Answer 25

assimilated or absorbed prefixes

Question 26

t/f administering the USI more accurately identifies what features students need to study in the late syllables and affixes and early dervational relations stages

Answer 26

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Question 27

in this stage students have mastered most syllable juncture conventions; they are working through the juncture conventions that govern the spelling; still learning that meaning is a clue to spelling unstressed vowels

Answer 27

early/middle

Question 28

in this stage students will not reach it until at least middle or high school; they can spell most new academic vocabulary words correctly when first encountering them; use but confuse prefixes and some suffixes

Answer 28

late

Question 29

t/f less urgency is in this stage because word study for derivational relations is typically spread out over the middle and high school years and beyond

Answer 29

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Question 30

sorts at this stage should stretch how long

Answer 30

two sometimes three weeks

Question 31

words in different languages that share similar structures and similar meanings because they share similar origins

Answer 31

cognates

Question 32

types of assessments for this stage

Answer 32

spell studied words, spell and define, base word for them to add suffixes, generate words with suffixes, root, or prefixes, related word where consonant/vowel sound is heard, match to meaning, spell and underline parts, select target word from sentence

Question 33

words and word elements selected for study should be this which means that when possible teach about words in “meaning families”

Answer 33

generative

Question 34

balance these two things

Answer 34

teacher direction and exploration

Question 35

routines that focus on these are very important

Answer 35

meanings of words

Question 36

these are an integral part of word learning at this stage

Answer 36

word study notebooks/vocabulary notebooks