Chapter 12 Quiz
 Question 1
1 out of 1 points
According to the text. which of the following are good instructional practices for students in the emergent spelling stage?
Answer
Selected Answer:
All of the above
Correct Answer:
All of the above
 Question 2
1 out of 1 points
Which statement best represents appropriate practice in spelling instruction?
Answer
Selected Answer:
Teach children how to spell, not what to spell.
Correct Answer:
Teach children how to spell, not what to spell.
 Question 3
1 out of 1 points
According to the text which of the following are good instructional practices for students in the alphabetic spelling stage?
Answer
Selected Answer:
None of the above
Correct Answer:
None of the above
 Question 4
1 out of 1 points
Which of the following are good instructional practices for students in the within-wordpattern spelling stage?
Answer
Selected Answer:

None of the above
Correct Answer:
None of the above
 Question 5
1 out of 1 points
1.
When teaching students the orthographic patterns of words, what is the best instructional practice?
Answer
Selected Answer:
All of the above
Correct Answer:
All of the above
 Question 6
1 out of 1 points
Answer
Selected Answer: affixes
Correct Answer: affixes
 Question 7
1 out of 1 points
If a vowel precedes a double consonant, the vowel has the __________ sound.
Answer
Selected Answer: short
Correct Answer: short
 Question 8
1 out of 1 points
If a word ends in “ck,” the vowel before it has the __________ sound.
Answer
Selected Answer: short
Correct Answer: short
 Question 9
1 out of 1 points

If the initial g is followed by a, e, o, or u, the g usually has a __________ sound.
Answer
Selected Answer: hard
Correct Answer: hard
 Question 10 the emergent stage, the letter name-alphabetic stage, The within word pattern stage, The syllable and affixes stage, and the derivational relations stage.
Needs Grading
According to Bear and colleagues (2008), the five developmental stages of spelling are
__________, __________, __________, __________, and __________.
Answer
Selected
Answer:
Correct
Answer: emergent, alphabetic, with-in word pattern, syllables and affixes, derivational relations
 Question 11
Needs Grading
An example of a word with the CVC pattern is _________________.
Answer
Selected Answer: hat
Correct Answer:
Answers may vary: for example, cat, pop, can
 Question 12
Needs Grading
An example of a word with the CVCe pattern is _________________.
Answer
Selected Answer: cake
Correct Answer:
Answers may vary: for example, hope, cape, time
 Question 13
Needs Grading
Describe the different traits of good and poor spellers.
Answer
Selected
Answer:
Good spellers pay attention to internal dtails of words; are excellent, avid readers; are commited writers who find their voice; learn to spell new words

Correct
Answer: when they want them in their writing; self-monitor; correct their own errors; selfedit; learn orthographic patterns within words; learn differnt spellings for the same sounds; slow down when a word looks wrong; and use a wide range of strategies.
Poor spellers attempt to learn whole spelling of each word; may be good or poor readers; do not have their own writing voice; use words they know; do not understand self-monitoring; get someon else to correct errors; attempt to memorize words; do not see orthographic patterns in words; do not know different spellings for same sound; believe spelling is arbirary; know no strategies; sample only parts of words when they read.
[None]
 Question 14
Needs Grading
Describe the difference between good and poor spelling instruction.
Answer
Selected
Answer:
Correct
Answer:
Good spelling instruction is teaching children how to spell, not what to spell.
Students need to be taught to look for patterns within words. Teachers should use direct, explicit spelling instructions when students need it. They sould become an active participant in the "co-construction" process.
Poor spelling instruction includes the traditional technique of assigning a list of words on Monday and testing the students on Friday. The students are expected to memorize the words by writing them a number of times. No thought is given to the indicidual needs of the students; there is one list for everyone. Most often these lists are not connected to other subjects areas.
[None]