LETRS Unit 3 Session 1-8 Questions with Correct Answers

LETRS Unit 3 Session 1-8 Questions with Correct Answers LETRS Unit 3 Session 1 Teachers who take a code-emphasis approach to instruction generally do not discuss the meanings of words being taught.False The ability to decode a new, previously unknown printed word, in or out of context, depends on (select all

that apply):

• Knowledge of phoneme-grapheme correspondences.
• The ability to blend phonemes and graphemes quickly.

The term phonics may be used to refer to (select all that apply):

-the system of phoneme-grapheme correspondences that are the basis for an alphabetic orthography.-an essential component (one of the five pillars) of effective reading instruction -a strategy for decoding new words and storing them in orthographic memory.Which of the following are typical of meaning-emphasis approaches to instruction? Select all that apply -emphasis on reading leveled texts individually -use of context (such as illustrations) to read words in texts Which of the following is typically done as an extended practice activity in phonics lessons?timed reading of learned words

LETRS Unit 3 Session 2 T/F? Roughly half of all words in English can be spelled correctly based on established sound-symbol correspondences.true Complete this sentence: A complex syllable is a syllable that contains a ______ .

• digraph
• consonant blend
• vowel team
• VCe pattern
• consonant blend

Complete this sentence: Vowel teams in English can have up to ______ letters.

two three four five

four Which set(s) of words include only words that have consonant digraphs, and no words with blends?Select all that apply.

• father, shin, reach
• cheek, less, silk
• rough, phone, bang
• stripe, laugh, wish
• father, shin, reach
• rough, phone, bang

Which set of words illustrates both the Floss rule and the "-ck" rule?

• flick, sack, lock
• fuss, cell, will
• soak, flake, lurk
• slick, kiss, cuff
• slick, kiss, cuff

LETRS UNIT 3 SESSION 3

When students are "graduating" to the next Ehri's phase, their approach to reading will be qualitatively different than the previous phase.true Students with solid phonics skills tend to recognize sight words more quickly, regardless of how regular the words' spelling are.true Kasey has solid phonemic awareness and knows all 26 letters. Her phonetic spellings of speech sounds are logical, but she is just learning to spell words. Which phase best describes her?

• later alphabetic

Which is the best way to assess students' ability to recognize real words in print?

• Have students do timed and untimed readings of graded word lists; sight words should be recognized

within one second.Which of the following should be a major instructional focus for students at the consolidated alphabetic phase? Select all that apply.

• Have students decode two- and three-syllable words.
• Have students learn to plan before writing, and compose according to the plan.

LETRS UNIT 3 SESSION 4

Knowledge of letter names in kindergarten is an excellent predictor of later reading success.true Students should establish a habit of trying to blend all the sounds in a word before they "adjust" or "flex" the pronunciation to make a real word.True Which activities are recommended to help students develop visual-motor skills before they learn to form letters? Select all that apply.

• tracing and drawing geometric shapes
• drawing circles and lines on sandpaper
• skywriting in the air with large movements

When teaching letter formation, which strategy can be used to group letters together for instruction?

• Group letters with similar overall shapes and/or first strokes.

Which guideline(s) should teachers follow when choosing key words for sound-spelling cards? Select all that apply.

• Avoid words in which nasalization affects the way a vowel is pronounced, such as angry for /ă/.
• Avoid words in which a consonant appears as part of a blend, such as stop for /s/.
• Avoid words with phonemes that sound like letter names, like empty (m – t).

LETRS UNIT 3 SESSION 5

Word chain activities should use real words only.false Open sort activities are most appropriate for advanced students who already know how to look for an orthographic pattern.true About how many words should be used within a lesson to provide practice with a given sound-symbol correspondence?15-30

Which activities provide direct practice working with word meaning? Select all that apply.

• word webs
• word classification

Which activity is best for helping students distinguish between easily confused speech sounds such as /k/ and /g/?

• a word chain using minimally contrasting pairs

LETRS UNIT 3 SESSION 6

Pattern words that are easy to read are also easy for students to spell.false Sentence dictation routines should include reminders about basic writing conventions (e.g., capitalization, end punctuation).true Which is the best definition of the term sight words?

• any words a reader can recognize instantly and read

A teacher groups the following words on a word wall: mind, kind, find, bind, and rind. What do the words have in common? Select all that apply.

• They share a spelling pattern.
• Their spellings are somewhat irregular.

How often should teachers introduce students to new irregular, high-frequency words?

• three to five times per week

LETRS UNIT 3 SESSION 7

Leveled texts are ranked on objective readability criteria, gradually becoming more difficult as students progress through the levels.false If a teacher follows a systematic process for transferring phonics skills to text, it's reasonable to expect students to read a decodable passage independently after a week of instruction.true