Once a writer enters the intermediate, or syllables and affixes, stage of spelling development, which of the following proficiencies becomes evident?
- A. Using rules to accurately add inflectional endings to words
- B. Making a clear distinction between writing and drawing
- C. Correctly writing words that possess r-controlled vowel sounds
- D. Accurately spelling words with consonants in various positions
Correct Answer & Rationale
Correct Answer: A
In the intermediate stage of spelling development, writers begin to understand and apply spelling rules, particularly for inflectional endings, such as -ed and -ing. This proficiency reflects their growing grasp of morphological structures in language. Option B, while important, pertains more to early literacy skills and does not specifically relate to spelling development at this stage. Option C focuses on r-controlled vowels, which may be addressed in earlier stages rather than the intermediate phase. Option D involves consonant positioning, which is also a foundational skill but does not highlight the specific rule-based approach that characterizes the intermediate stage.
In the intermediate stage of spelling development, writers begin to understand and apply spelling rules, particularly for inflectional endings, such as -ed and -ing. This proficiency reflects their growing grasp of morphological structures in language. Option B, while important, pertains more to early literacy skills and does not specifically relate to spelling development at this stage. Option C focuses on r-controlled vowels, which may be addressed in earlier stages rather than the intermediate phase. Option D involves consonant positioning, which is also a foundational skill but does not highlight the specific rule-based approach that characterizes the intermediate stage.
Other Related Questions
The following sentence appears in a student's draft: “There are those who believe the current menu provides enough options for students to make nutritious selections.†The sentence best exemplifies which component of an argumentative essay?
- A. Reason
- B. Evidence
- C. Rebuttal
Correct Answer & Rationale
Correct Answer: C
The sentence presents a viewpoint that counters the opposing argument, indicating that some believe the menu is sufficient for nutritious choices. This aligns with a rebuttal, which addresses and refutes opposing views in an argumentative essay. Option A, Reason, refers to the rationale supporting the main claim, which is not the focus here. Option B, Evidence, involves facts or data that support the argument, while the sentence simply states a belief rather than providing factual support. Thus, the sentence effectively serves as a rebuttal, engaging with differing opinions on the topic.
The sentence presents a viewpoint that counters the opposing argument, indicating that some believe the menu is sufficient for nutritious choices. This aligns with a rebuttal, which addresses and refutes opposing views in an argumentative essay. Option A, Reason, refers to the rationale supporting the main claim, which is not the focus here. Option B, Evidence, involves facts or data that support the argument, while the sentence simply states a belief rather than providing factual support. Thus, the sentence effectively serves as a rebuttal, engaging with differing opinions on the topic.
Which THREE of the following words are best to use in a lesson on using roots and affixes to determine meaning?
- A. Family
- B. Review
- C. Careful
- D. Endanger
- E. Because
Correct Answer & Rationale
Correct Answer: B,C,D
Using roots and affixes to determine meaning involves analyzing the components of words. **Review (B)** contains the prefix "re-" meaning "again," allowing students to explore its meaning by breaking it down into "view" and understanding the concept of looking at something again. **Careful (C)** combines the prefix "care-" with the suffix "-ful," illustrating how adding a suffix alters the meaning to indicate being full of care. **Endanger (D)** includes the prefix "en-" meaning "to cause to be," which helps students grasp how the word conveys the idea of putting someone or something in danger. **Family (A)** and **Because (E)** do not contain clear roots or affixes that lend themselves to this type of analysis, making them less suitable for the lesson focus.
Using roots and affixes to determine meaning involves analyzing the components of words. **Review (B)** contains the prefix "re-" meaning "again," allowing students to explore its meaning by breaking it down into "view" and understanding the concept of looking at something again. **Careful (C)** combines the prefix "care-" with the suffix "-ful," illustrating how adding a suffix alters the meaning to indicate being full of care. **Endanger (D)** includes the prefix "en-" meaning "to cause to be," which helps students grasp how the word conveys the idea of putting someone or something in danger. **Family (A)** and **Because (E)** do not contain clear roots or affixes that lend themselves to this type of analysis, making them less suitable for the lesson focus.
A teacher can help facilitate the development of students' writing by
- A. carefully selecting books to share with students
- B. using interactive attendance charts
- C. accepting all attempts at writing as valid
- D. introducing books with rhyming text
Correct Answer & Rationale
Correct Answer: A
Selecting books to share with students is vital as it exposes them to diverse writing styles, vocabulary, and ideas, fostering inspiration and improving their own writing skills. Using interactive attendance charts (B) may engage students, but it does not directly contribute to writing development. Accepting all attempts at writing as valid (C) can encourage risk-taking, but it may also hinder constructive feedback necessary for improvement. Introducing books with rhyming text (D) can be beneficial for early literacy but is too narrow a focus to support overall writing development effectively.
Selecting books to share with students is vital as it exposes them to diverse writing styles, vocabulary, and ideas, fostering inspiration and improving their own writing skills. Using interactive attendance charts (B) may engage students, but it does not directly contribute to writing development. Accepting all attempts at writing as valid (C) can encourage risk-taking, but it may also hinder constructive feedback necessary for improvement. Introducing books with rhyming text (D) can be beneficial for early literacy but is too narrow a focus to support overall writing development effectively.
The graphics add to the reading by serving which TWO of the following purposes?
- A. Reinforcing a real-world connection
- B. Summarizing key facts
- C. Providing a mnemonic device
- D. Contributing extra information
- E. Presenting an organizational framework
Correct Answer & Rationale
Correct Answer: A,D
Graphics enhance reading comprehension by reinforcing a real-world connection (A), helping readers relate content to familiar experiences. They also contribute extra information (D), offering visual context that deepens understanding. Option B, summarizing key facts, is typically the role of text rather than graphics. Option C, providing a mnemonic device, is more about memory aids than visual representation. Lastly, while option E, presenting an organizational framework, can be useful, it does not directly apply to the primary functions of graphics in enhancing reading. Thus, A and D best capture the essential roles of graphics.
Graphics enhance reading comprehension by reinforcing a real-world connection (A), helping readers relate content to familiar experiences. They also contribute extra information (D), offering visual context that deepens understanding. Option B, summarizing key facts, is typically the role of text rather than graphics. Option C, providing a mnemonic device, is more about memory aids than visual representation. Lastly, while option E, presenting an organizational framework, can be useful, it does not directly apply to the primary functions of graphics in enhancing reading. Thus, A and D best capture the essential roles of graphics.