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Alliteration
when 2 or more words start with the same beginning sound. Peter piper picked a pickled pepper
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Alphabetic Principle
The concept that letters and letter combinations are used to represent phonemes
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Ambiguous Vowels
A vowel sound represented by a variety of different spelling patterns, or vowel patterns that represent a wide range of sounds. (“ou”-mouth; “ou”-cough; “ou”-tough)
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Choral Reading
Oral reading done in unison with another person or persons
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Concept of Word
the ability to fingerpoint or trace accurately to words in print while reading from memory
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Continuant Sound
A continuant sound, such as /s/ or /m/ that can be prolonged as long as the breath lasts without distorting the sound quality
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Decoding
various skills a person uses to decipher a printed sentence into an understandable statement (NOT COMPERHENSION) teach decoding to students letter-by-letter in patterns comparison to other words
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Directionality
when kids learn to go from left to right, top to bottom, and end the last word on the page
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Digraphs
two letters that make a single sound th, sh, ch, wh, ph, ck, gl
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Diphthong
contain a complex speech sound beginning with one vowel sound and moving to another within the same syllable
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Echo Reading
Oral reading in which the student echoes or imitates the reading of the teacher or partner
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Fluency
reading with accuracy automaticity with expression and proper speed, intonation
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Homophones
Words that sound alike, are spelled differently, and have different meanings (Ex: bear and bare, pane and pain, forth and fourth)
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Homograph
Words that are spelled alike, but have different pronunciation and different meaning
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Memory Reading
an accurate recitation of text accompanied by finger point reading
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Onset
first constant sound(s) in a word. Sun---S Slide---Sl
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Orthography
Refers to the writing system of a language, specifically, the correct sequence of letters, characters, or symbols
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Phoneme
The smallest unit of speech that distinguishes one word from another. (Ex: t of tug and r of rug)
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Phonemic Awareness
- the ability to consciously manipulate individual phonemes in a spoken language when one can recognize every sound in a word. A finer grain phonological skill.
- Insight or awareness that words can be separated into a sequence of phonemes
- Phoneme is the smallest sound unit
- Phonemic awareness emphasizes the awareness of every phoneme in words
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Phonics
The systematic relationship between letters and sounds
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Phonological Awareness
- general ability to attend to or manipulate the sounds of language
- (*spoken words can be phonologically divided into: syllables, onset, rime, phonemes)
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Pragmatics
branch of linguistic concerned with the use of language in social contexts and ways in which people produce and comprehend meaning through language
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Pretend Reading
retelling told by children as they turn the pages of a familiar story by heart
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Preconsonantal Nasals
Nasals, the sound produced when the air is blocked in the oral cavity but escapes through the nose, that occur before consonants, as in the words bump or sink.
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Prosody
The musical qualities of language, including intonation, expression, stress, and rhythm
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R influenced vowels
vowel is followed by the consonant r, the r influences the sound of the vowel
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Rime
vowel and any following consonants within the word Tag---ag
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Rubric
an explicit set of criteria used for assessing a particular type of work or performance
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Salient sounds
the most outstanding sound
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Schema
framework or concept that helps us organize and interpret information
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Schwa
any vowel can have the short /u/ sound (A-banana E-Kitchen I-victim O-son)
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Syntax
grammatical arrangement of words in sentences
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Syllabication
dividing words into syllables
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Word
unit of meaning, can be a single syllable or combination of syllables
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Word Study
- Instruction in phonics, spelling and vocabulary
- Sorting words into categories is the heart of word study
- Helps students search, compare, contrast, analyze and organize
- Not one size fits all
- Must match the needs of the child and teach where they are
- By conducting regular spelling assessments, perhaps 3 x’s a year, teachers can track students progress and development
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Morphology
students move hierarchically from easier, one-to-one correspondences between letters and sounds, to more difficult, abstract relationships between letter patterns and sounds, to even more sophisticated relationships between meaning units as they relate to sound and pattern
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Alphabetic Layer
- represents the relationship between letters and sounds
- Grapheme (letter) & Phoneme (sound)
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Pattern Layer
consistency of grouping of letters together
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Meaning Layer
groups of letters can represent meaning (prefixes, suffixes, Greek roots and Latin stems)
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3 Layers of English Orthography
- Alphabetic Layer
- Pattern Layer
- Meaning Layer
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Prephonetic
Emergent spelling stage, writing bears no correspondence to speech sounds; literally, “before sound”, random scribbles, mock linear writing or hieroglyphic-looking symbols
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Semi-phonetic
writing that demonstrates some awareness that letters represent speech sounds, "part sound". Occurs at the end of the emergent stage or the very outset of the early letter name-alphabetic stage
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Phonetic
representing the sounds of speech with a set of distinct symbols (letters), each denoting a single sound. Occurs in the Middle Letter Name-Alphabetic stage
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Invented Spelling
spellings generated by any speller when the word is not stored in memory
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Metacognition
when one monitors their learning (i.e. checking for understanding, reflecting)
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Silent Vowel Markers
a silent letter used to indicate the sound of the vowel. The silent –e in ride, the y in play and the w in snow, the i in drain or the a in treat, or can be a consonant such as the l in told
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Complex consonants
consonant units occurring at the end of words determined by the preceding vowel sound. Final tch follows the short vowel in fetch and scotch, while final ch follows the long-vowel sound in peach and coach. Other complex consonant patterns include final ck in pack and final dge in badge
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Characteristics of Students in the Emergent Stage
- Scribbles letters and numbers
- Lacks concept of word
- Lacks letter-sound correspondence or represents most salient sound with single letters
- Pretends to read and write
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Reading and Writing Activities for Emergent Stage students
- Read to students and encourage oral language activities
- Model writing using dictations and charts
- Encourage pretend reading and writing
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What age is linked to the emergent stage?
Ages: 1-7
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What age is linked to the letter name-alphabetic stage?
Ages: 4-9
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What age is linked to the within word stage?
Ages: 6-12
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What age is linked to the Syllables and Affixes stage?
Ages: 8-18
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What age is linked to the derivational stage?
Ages: 10+
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What grade does the emergent stage typically represent?
Grades: pre-K to mid-1st
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What grade does the letter name-alphabetic stage typically represent?
Grades: K to early 3rd
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What grade does the Within Word stage typically represent?
Grades: 1st to mid-4th
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What grade does the Syllables and Affixes stage typically represent?
Grades: 3rd to 8th
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What grade does the derivational stage typically represent?
Grades: 5th to 12th
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Characteristics of Students in the Letter Name-Alphabetic Stage
- Early Part
- Represents beginning and ending sounds
- Uses letter names to invent spellings
- Has rudimentary or functional concept of word
- Reads word by word in beginning reading materials
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Characteristics of Students in the Letter Name-Alphabetic Stage
- Middle to Late Part
- Correctly spells initial and final consonants and some blends and digraphs
- Uses letter names to spell vowel sounds
- Spells phonetically, representing all salient sounds in a one-to-one, linear fashion
- Omits most silent letters and preconsonantal nasals in spelling (bop or bup for bump)
- Fingerpoints accurately and can self-correct when off track
- Reads aloud slowly in a word-by-word manner
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Reading and Writing Activities for the Letter Name-Alphabetic Stage
- Middle to Late Part
- Read to students
- Encourage invented spelling in independent writing, but hold students accountable for features and words they have studied
- Collect 2-3 paragraph dictations that are reread regularly
- Encourage more expansive writing and consider some simple editing procedures for punctuation and high-frequency words
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Reading and Writing Activities for the Letter Name-Alphabetic Stage
- Early Part
- Read to students and encourage oral language activities
- Secure concept of word by plenty of reading in predictable books, dictations and simple rhymes
- Record and reread individual dictations
- Label pictures and write in journals regularly
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What layer of English does the Letter Name-Alphabetic stage use?
First layer - the alphabetic layer
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Things the Early Letter Name-Alphabetic students do correctly
- Represents most salient sounds, usually beginning constants
- Directionality
- Use most letters of the alphabet
- Partial spelling of constant blends and diagraphs
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Things the Middle Letter Name-Alphabetic students do correctly
- Spell beginning and ending consonants
- Spell frequently occurring short-vowel words: cat, dog
- Concept of word is fully developed
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Things the Late Letter Name-Alphabetic students do correctly
- Spell many short- vowels and most consonant blends and diagraphs
- Spell frequently occurring long-vowel words: like, come
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Things the Early Letter Name-Alphabetic students confuse
- Letter name sounds matches
- Consonants based on manner and point of articulation (j/dr, b/p)
- Concept of word is rudimentary, gets off track on two syllable words
- Spaces between words
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Things the Middle Letter Name-Alphabetic students confuse
- Short vowels by point of articulation
- Consonant blends and diagraphs
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Things the Late Letter Name-Alphabetic students confuse
- Some short vowels still confused
- Substitutions of common short vowels for ambiguous vowels: COT for caught
- Preconsontantal nasals
- Affricate blends (dr, tr)
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Things that are absent with Early Letter Name-Alphabetic students
- Vowels
- Complete blends and diagraphs
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Things that are absent with Middle Letter Name-Alphabetic students
- Silent letters
- preconsonantal nasals
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Things that are absent with Late Letter Name-Alphabetic students
- Most long-vowel markers or silent vowels
- Vowels in unstressed syllables
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Characteristics of Students in the Within Word Pattern Stage
- Spells most single-syllable, short vowel words correctly
- Spells most beginning consonant digraphs and two-letter consonant blends
- Attempts to use silent long vowel markers
- Reads silently and with more fluency and expression
- Writes more fluently and in extended fashion
- Can revise and edit
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Reading and Writing Activities for Within Word Pattern stage
- Continue to read aloud to students
- Guide silent reading of simple chapter books
- Write each day, writers' workshops, conferencing, and publication
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Early Emergent Stage
What Students Do Corretly
- Mark on the page
- Hold the writing implement
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Middle Emergent Stage
What Students Do Correctly
- Linear movement across page
- Clear distinction between writing and drawing
- letter-like forms
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Late Emergent Stage
What Students Do Correctly
- Consistent directionality
- Use of letters
- Some letter-sound matches
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Early Emergent Stage
What Students Use but Confuse
Drawing and scribbling for writing
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Middle Emergent Stage
What Students Use but Confuse
- Letters and numbers
- Random strings of letters
- Directionality
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Late Emergent Stage
What Students Use but Confuse
- Substitutions of letters that sound, feel, and look alike: B/P, D/B
- Salient phonemes
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Early Emergent Stage
What is Absent
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Middle Emergent Stage
What is Absent
- Phonemic awareness
- sound-symbol correspondence
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Late Emergent Stage
What is Absent
- Complete sound-symbol correspondences
- Spacing between words
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Early Within Word Pattern Stage
What Students Do Correctly
- Consonants, blends, diagraphs
- Preconsantal nasals
- Short vowels in CVC words
- R-influenced CVC words: car, for, her
- Spell known sight words
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Middle Within Word Pattern Stage
What Students Do Correctly
- Common long-vowel patterns (CVCe, CVVC)
- –k,-ck, and –ke endings
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Late Within Word Pattern Stage
What Students Do Correctly
long-vowel patterns in one-syllable words
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Early Within Word Pattern Stage
What Students Use but Confuse
- Silent letters in long vowel patterns
- k,ck, and ke endings SMOCK for smoke, PEKE for peak
- Substitutions of short vowels for ambiguous vowels: COT for caught
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Middle Within Word Pattern Stage
What Students Use but Confuse
- Less common and ambiguous vowel patterns
- –ed and other common inflections: MARCHT for marched, BATID for batted
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Late Within Word Pattern Stage
What Students Use but Confuse
- Ambiguous and r-influenced vowel patterns Complex consonant units: SWICH for switch, SMUGE for smudge
- Vowels in unaccented syllables
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Early Within Word Pattern Stage
What is Absent
- Vowels in unaccented syllable FLOWR for flower
- Consonant doubling: SHOPING for shopping
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Middle Within Word Pattern Stage
What is Absent
Consonant doubling E-drop: DRIVEING for driving
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Late Within Word Pattern Stage
What is Absent
- Consonant doubling
- Changing y to i: CAREES for carries
- E-drop
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Tense Vowel Sounds
Long vowel sounds (ate) tense vocal chords
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Lax Vowel Sounds
Short vowel sounds (at) relaxed vocal chords
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Examples of consonant diagraphs
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Examples of consonant blends
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What is the main reason for introducing the letter-sound correspondence of the m, b, t, p and s prior to the letters like the x or q?
The first set of graphemes occurs more frequently in reading
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Renee, a pre-Ker, shows her teacher a picture she has drawn of her puppy. She tells the teacher, "It says, 'This is my puppy, Oscar.'" Renee's writing demonstrates that she has an understanding of which of the following concepts about print?
Print carries meaning
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Ms. Jefferson has guided 1st grade students read polysyllabic words until they can read them fluently. Later, students are asked to separate the words in syllables, and finally she guides students to identify the main stress in each word. What skill is Ms. Jefferson emphasizing?
Phonological awareness
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Ms. Becerra uses a strategy with her 6th graders to help students monitor their own comprehension as they read independently. She instructs students to stop and check if they understand the main idea in the story before moving on to the next section. The type of comprehension practice fosters which of the following?
Metacognition
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Ms. Aguirre has several ELL learners in her class. To provide her ELL students with additional support, Ms. Aguirre often incorporates body movement into her verbal interaction with her students by clapping the syllables of words in simple sentences. Her approach focuses primarily on which of the following?
Phonological awareness
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During the morning message, a kindergarten teacher produces the /t/ sound and asks the students, "Who can show me the letter in the morning message that makes that sound?" A student then uses a pointer to identify the letter that corresponds with that sound. Which of the following concepts is the teacher primarily addressing?
Alphabetic principle
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Not a characteristic of an emergent reader
Engages in self correction when text does not make sense to them
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Not a characteristic of an emergent writer
uses conventional spelling in their writing
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In upper elementary grades, reading becomes more challenging and meaningful for students because at this stage:
Children use reading to obtain information to be successful in the content areas
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Mr. Lawrence reads a story to his kindergarten students in a very pleasant and natural tone of voice. Later, he uses a series of connected pictures representing events in the story. In addition to helping children understand the story, what other element is he teaching?
The teacher is introducing sequencing and the story structure.
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Mr. Martinez is going to be introducing the Dolch words to his 1st grade students. Which of the following words SHOULD NOT be included in the following list?
a
had
but
awesome
awesome
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Which of the following words can be used as a good example of homophones?
to-tube
to-two
to-toe
club-club
to-two
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A teacher notices multiple bruising marks on a child. The teacher should:
report the evidence immediately
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What is the number of graphemes in the following word - multiply?
Eight
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What percent of word recognition do you have to achieve to be considered independent level?
98%
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What percent of comprehension do you have to achieve to be considered independent level?
95%
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What percent of word recognition do you have to achieve to be considered instructional level?
95%
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What percent of word recognition do you have to achieve to be considered frustration level?
Below 90%
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What percent of comprehension do you have to achieve to be considered instructional level?
70%
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What percent of comprehension do you have to achieve to be considered frustration level?
Below 70%
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