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1. First grade Jessica wrote this sentence: I liek too ride mie bike wid mie freind on Sundae. (I like to ride my bike with my friend on Sunday.) At what stage of invented spelling are most of her incorrect spellings? a. prephonetic b. semi-phonetic c. phonetic d. transitional e. conventional

2. First grade Juan wrote this sentence: The beg bk dog r re djrs. (The big black dogs are very dangerous.) At what stage of invented spelling are most of his incorrect spellings?

a. prephonetic b. semi-phonetic c. phonetic d. transitional e. conventional

3. Which of the following is not a characteristic of phonetic spellers? a. Children represent all essential sound features of a word in spelling. b. Children misapply spelling rules.

c. Children choose letters on the basis of sound without regard for English letter sequences. d. Children ignore inflectional endings the they don’t pronounce.

e. none of the above.

4. Which of the following is not a characteristic of transitional spellers? a. Children adhere to basic conventions of English orthography.

b. Children reverse the order of letters in words.

c. Children use a high percentage of correctly spelled words.

d. Children use morphological and visual information in addition to phonetic information. e. none of the above.

5. At which stage of invented spelling do students become aware of the alphabetic principle and use abbreviated spellings to represent words?

a. prephonetic b. semi-phonetic c. phonetic d. transitional e. conventional

6. At which stage of invented spelling do students use scribbles and write randomly on a page? a. prephonetic

b. semi-phonetic c. phonetic d. transitional e. conventional

7. At which stage of invented spelling do students apply the basic rules of the English orthographic system and spell more than 90% of words correctly?

a. prephonetic b. semi-phonetic c. phonetic d. transitional e. conventional

8. Which statement is true of invented spelling?

a. Children use invented spellings because they haven’t been taught phonics.

b. Children continue to use some invented spellings throughout the elementary grades. c. Children should not be allowed to use invented spellings after first grade.

d. none of the above. e. all of the above.

9. Which of the following statements is not true of spelling? a. Students apply phonics knowledge when they spell. b. Weekly spelling tests are the best way to teach spelling.

c. Students need to learn visual and morphological information about spelling. d. none of the above.

e. all of the above.

10. Which of the following statements is not true of poor spellers? a. Poor spellers tend to be poor readers.

b. Poor spellers are likely to use a “sounding-out” strategy.

c. The errors that poor spellers make are characteristic of the phonetic stage. d. none of the above.

e. all of the above.

11. Which of the following statements is true of good spellers? a. Good spellers tend to be good readers.

b. Good spellers use a variety of spelling strategies.

c. The errors that good spellers make are characteristic of the transitional sage. d. none of the above.

e. all of the above.

12. Which of the following activities is not appropriate for transitional stage spellers? a. Encouraging students to sound-out word.

b. Teaching root words and affixes.

c. Encouraging students to visualize words. d. Teaching syllabication rules.

e. Explaining etymologies of words.

13. Which of the following activities is not appropriate for semi-phonetic stage spellers? a. Teaching consonant sounds.

b. Encouraging students to sound-out words. c. Teaching high frequency words.

d. Using interactive writing.

14. Which of the following activities is not appropriate for prephonetic stage spellers? a. Teaching consonant sounds.

b. Encouraging students to “scribble-write.” c. Teaching vowel sounds.

d. Teaching letters of the alphabet.

e. Encouraging students to use a crayon when they draw and a pencil when they write. 15. Which of the following is not a high frequency word?

a. what b. little c. the d. animal e. said

16. Why is it important to teach students high frequency words? a. These words are used so commonly.

b. these words are phonetically regular.

c. These words are the only words that first graders should learn. d. none of the above.

e. all of the above.

17. Which of the following activities are recommended as an important component of spelling instruction?

a. daily reading and writing opportunities b. word walls

c. minilessons on spelling patterns d. none of the above

e. all of the above

18. Why are daily reading opportunities an important component of spelling instruction? a. Reading helps students learn the visual shapes of words.

b. Reading enriches students’ vocabularies. c. Reading develops students’ phonics skills. d. none of the above.

e. all of the above.

19. Why is teaching students how to proofread an important component of spelling instruction? a. So students can write more legibly.

b. So students can write more fluently. c. So students can correct misspelled words. d. a and b.

e. all of the above.

20. Which of the following is not a recommended component of weekly spelling tests? a. pretests

b. a multi-sensory study strategy c. writing words in sentences d. final spelling tests

21. Why are pretests an important component of spelling instruction? a. A pretest is an advanced organizer.

b. Students learn best by taking a test.

c. Students identify the words they already know how to spell. d. none of the above.

e. all of the above.

22. What is the best way for students to practice their spelling words? a. Using a multi-sensory study strategy.

b. Writing words 50 times each; c. Using the words in a story. d. Reading the words 5 times each. e. Learning the meaning of the words.

23. Which of the following is morphological information that spellers use? a. -ing, -ed, and other inflectional endings

b. root words

c. prefixes and suffixes d. none of the above. e. all of the above.

24. Why is it useful for spellers to know the etymology of a word? a. Because spelling patterns vary from language to language.

b. Because knowing the number of syllables aids in spelling the word.

c. Because knowing the phonological respelling of a word aids in spelling the word. d. none of the above.

e. all of the above.

25. Third grade Moua is an English language learner who rarely uses inflectional endings in her speech or in writing. Which of the following instructional practices should her teacher not use? a. Teach minilessons on inflectional endings.

b. Help Moua correct errors in her writing during editing. c. Model how to pronounce endings.

d. Understand that her problem is typical and ignore it. e. Do word sorts.

26. Sixth grade Luis loves to write long, detailed informational books about race cars, but he misspells 20-25% of words that he writes, both high frequency words and content words like engine . His spelling is characteristic of the transitional stage. Which of the following instructional practices is most appropriate for Luis?

a. teach proofreading

b. provide daily writing opportunities c. teach phonics

d. teach affixes and root words e. none of the above

27. Ms. Rodriguez has five first graders who spell at the prephonetic stage. Which of the following assessments would be appropriate?

a. phonemic awareness tests b. writing samples

c. concepts about print tests d. sentence dictation

28. Referring to question 27, Ms. Rodriguez wants to design a series of minilessons for these students. Which activity would not be appropriate?

a. interactive writing

b. sorting objects by initial sounds c. teaching one letter each week d. using magnetic letters

e. making alphabet books

29. To-two-too is an example of a _____ . a. homophones b. homographs c. homophobes. d. synonyms. e. antonyms.

30. Mrs. Jones is a fifth grade teacher who is concerned that many of her students make

homophone spelling errors by choosing the wrong homophone. Which of the following is not an appropriate instructional practice?

a. teach minilessons on homophones.

b. brainstorm with students lists of homophones. c. put homophones on weekly spelling tests. d. create a class homophone book.

e. none of the above.

31. Mr. Johnson wants to teach dictionary skills to his third graders. His students already know how to alphabetize to the third letter and can use word walls that are alphabetized. They don’t use the dictionaries in their classroom. Which of the following is not an appropriate instructional practice?

a. Teach a minilesson on the importance of using the dictionary. b. Teach a strategy for locating unfamiliar words in the dictionary.

c. Give students a list of 20 words to look up in the dictionary and write the page number on which the word is located.

d. Use dictionaries during editing.

e. Play a game in which students look up unfamiliar words from a book they are reading in a dictionary and report back to the class.

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