LETRS Unit 1 Sessions 1-8 Assessment/Quizzes.
LETRS Unit 1 – Session 1.
Phonics – The study of the relationships between letters and the sounds they represent;
also used to describe code based instruction
Phonemic Awareness – The conscious awareness of the individual speech sounds
(consonants and vowels) in spike syllables and the ability to manipulate those sounds
syllable – a unit of pronunciation having one vowel sound, with or without surrounding
consonants, forming the whole or a part of a word
orthography – A writing system for representing language.
morphophonemic – Deep alphabetic writing system organized by both sound-symbol
correspondences and morphology
Morpheme – in language, the smallest unit that carries meaning, it may be a single
sound (/s/ plural), one syllable (suffix -ful), or multiple syllables (prefix inter-)
cognate – A word in one language that shares a common ancestor and common
meanings with a word in another language
metalinguistic awareness – The ability to think about and reflect in reflect on the
structure of language itself
Decoding – The ability to translate a word from print to speech, usually by employing
knowledge of sound-symbol correspondences
Simple View of Reading – Word recognition X Language comprehension = reading
comprehension
LETRS Unit 1 – Session 1 (2)
Phonics – relationship between letters and sounds. Code based instruction.
Phonemic Awareness – awareness of individual speech sounds (consonants and
vowels) in spoken syllables and the ability to consciously manipulate those sounds.
Alphabetic Writing is less than _ years old. – 5,000
90% of all spoken languages have no – written form, let alone an alphabet that
represents the separate sounds of speech.
Syllable – the unit of pronunciation that is organized around a vowel; it may or may not
have a consonant after the vowel.
Egyptians invented the first alphabet in – 2,000 BCE
Phoenician alphabet was developed in _ and was the granfather of our
alphabet 19 of 26 letters can be traced. – 1,000 BCE
Modern American English spelling was settled in 1828 with – Webster’s Dictionary
Orthograpy – a writing system for representing language
Morphonphonemic – alphabetic writing principle organized by both sound-symbol
correspondences and morphology.
Morpheme – the smallest meaningful unit of language; it may be a word or a part of
word; it may be a single sound, one syllable or multiple syllables
To read an alphabetic alphabet a person must – mentally link the alphabetic symbols
with the single speech sounds or phonemes that they represent.
All alphabets require – speech sound (phoneme) awareness by the reader.
Shallow or Transparent Alphabetic Orthography – correspondences in the alphabetic
writing system are regular and predictable. One sound represented by one symbol or
letter.
Deep or Opague Alphabetic Orthography – the spelling system represens morphemes
(meaningful parts) as well as speech sounds. Morphophonemic contains both
phonemes and morphemes.
Advantages of Alphabetic Writing – permits any word to be read or written in a language
with a small set of symbols. A limited number of symbols can be combined to create the
entire language, even new words. Language can be written and read by anyone who
can match the symbols to the sounds they represent.
Disadvantages of Alphabetic Writing – People are wired to process speech sounds. The
phoneme -that sound that a letter represents – is not self evident, natural, or consciously
accessible understanding for humans.
Metalinguistic Awareness – the ability think about and reflect on the structure of
language itself. The invention of the alphabet was an achievement.
The Simple View of Reading – Word Recognition x Language Comprehension =
Reading Comprehension
Word Recognition – The accurate and fast retrieval of decoded word forms, is essential
for the development of reading comprehension.
Language comprehension – listening comprehension or the linguistic processes involved
in the comprehension of oral language.
Decoding – the ability to translate a word from print to speech, usually by employing
knowledge of sound-symbol correspondences.
LETRS Unit 1 Session 2
Semantics – The study of word and phrase meanings and relationships
Morphology – The study of meaningful units in a language and how the units are
combined in word formation
Discourse – Organizational conventions used in longer segments of oral or written
language
Phonology – The rule system within a language by which phonemes can be sequenced,
combined, and pronounced to make words
Syntax – The system of rules governing permissible word order in sentences
Orthography – A writing system for representing language and the rules that govern it
Pragmatics – The system of rules and conventions for using language and related
gestures in a social context
Example of Phonology – No English word begins with the sound /ng/; the sound /p/ and
/k/ are never adjacent in the same syllable.
Example of Orthography – Every English word ending in /v/ is spelled with -ve; the letter
x is never doubled.
Example of Morphology – Nat- is a root. Nature is a non=in; natural is an adjective;
naturalist is a noun; naturally is an adverb.
Example of Semantics – The word rank has multiple meanings. The words order and
sequence have similar meanings.
Example of Syntax – “Our district recruits new teachers” is a sentence; ” New teachers
our district recruits” is not a sentence.
LETRS Unit 2_Complete Q&A 2022.
Phonological processor – Which works with speech sounds
Phonological awareness – Awareness of all levels of the speech sound system is the
foundation for reading and spelling.
the ability to reflect on and manipulate the sound structure of spoken language
Phonological awareness – The ability to identify think about and manipulate units of
spoken language is the underpinning for processing reading language symbols.
Like syllables, part of syllables called unsaid and rimes, and Phonemes is, the smallest
segment of speech that combined to make new words.
Four-Part processing model for Word Recognition
Number 1: Phonological processor – Helps you understand and produce oral language
Four-Part processing model for Word Recognition
Number 2: Orthographic processor – Helps you connect words with your visual forms
Four-Part processing model for Word Recognition
Number 3: Meaning processor – Is your internal dictionary of word definition
Four-Part processing model for Word Recognition
Number 4: Context processor – Helps you use context to understand what a word
means
So the four processors from the Four-Part processing model work in isolation.
True or False – False
they don’t work in isolation they interact
If you’ve heard a word spoken in your environment, you will recognize that word more
rapidly when you see it in print. How? – This requires coordination between the
phonological and orthographic processors.
If you know what they were means and I have seen it in print, you can recognize or
recall its pronunciation more automatically. How? – In this instance, the meaning
processor, orthographic processor, and phonological processor work together.
If you analyze the syllables in individual sounds in the word, the words meaning can be
more easily stored in semantic memory. – This activate the phonological processor and
meaning processor.
If you can analyze and manipulated the specific sounds in spoken words, the
corresponding printed words Will be easier to remember for reading and spelling. How?
- This activate the final logical in orthographic processors.
Phonological awareness – conscious awareness of all levels of speech sound system,
including word boundaries, stress patterns, syllables, unset-rimes unit, and phonemes.
Phonological processing – Multiple functions of speech and language position in
production, such as perceiving, interpreting, storing (remembering), recalling her
retrieving, and generating the speech sound system of language.
Phoneme – In any language, the smallest unit of sound used to build words.
Phonemic awareness – Conscious awareness that words are made up of segment of
our own speech that are represented with letters in an orthopedic orthography.
Phonology – The rule system in the language by which phones can be sequenced,
combined, and pronounce to make words.
Phonetics – The study of sounds of human speech; articulatory phonetics refers to the
way the sounds are physically produced in the human vocal track.
Phon – The Greek root meaning vocal sound
voice, sound
Phonological processor – Allows us to perceive, remember, interpret, and produce the
speech sound system of our language——and learn the sounds of other languages.
Phonological processor – Analyzes the sounds so we can learn to associate phonemes
with their written representations, also known as graphemes.
The ability to perceive, produce, and manipulate individual speech sound, or phonemes - is a necessary prerequisite for the ability to read words
Does it matter if a phoneme is made in the front, middle, or back of the mouth? – Yes it
does
Grapheme – Written representation of a speech sound
LETRS Unit 2 Final Assessment_2022
How is the word pl – ay divided in this example? – onset-rime
How many spoken syllables are there in buttered? – 2
How many spoken syllables are there in possible? – 3
What ability would students have who had attained advanced levels of phonemic
awareness? – They can read most grade-level words by sight
Which teaching strategy would be most helpful for students who confuse the sounds /f/
and /th/ in their own speech? – Have the student look in a mirror while describing and
producing each sound.
Which student is demonstrating the most advanced level of phonemic awareness? – a
student who reverses the order of sounds in perch to make chirp
A student writes the word went as “wet.” What aspect of phonology is associated with
this common spelling error? – Answer is NOT “affrication of the stop consonant when it
is after a nasal” or “substitution of a final stop for a nasal consonant”
Phonological awareness tasks that emphasize segmentation and blending of two- or
three-phoneme words align with which level of phonological awareness according to
Kilpatrick? – basic phonemic awareness
Which set of words would be appropriate for practicing four-phoneme blending? – quit,
sling, roast
LETRS Unit 2 All Sessions 1-8 (different sets)
Complete Quizzes & Solution guides_2022.
LETRS Unit 2 Session 1 – Mini Quiz – Teaching Reading IS Rocket Science
The phonological processor allows us to do which of the following? Select all that apply.
a. perceive sounds
b. remember sounds
c. interpret sounds
d. produce speech – Select All Choices
The written representation of a speech sound is known as a grapheme.
true
false – true
Providing direct, detailed phonemic awareness instruction is only necessary for students
who struggle with reading.
true
false – False
Which of the following is a necessary prerequsite to being able to read words? Select all
that apply.
a. perceive individual speech sounds
b. produce individual speech sounds
c. manipulate individual speech sounds
d. none of these – a. perceive individual speech sounds
b. produce individual speech sounds
c. manipulate individual speech sounds
It is necessary that students know how speech sounds look and feel when produced as
well as how they sound.
true
false – true
Unit 2 Session 2 LETRS
T/F Even after first grade, skills such as phoneme segmentation and blending of singlesyllable words without consonant blends are good predictors of reading ability. – False
Students’ ability to acquire phonemic awareness is not dependent on which of the
following factors?
a. general language development and listening abilities
b. word comprehension
c. familiarity with vocabulary used in tasks
d. the amount of practice received – b. word comprehension
Which of these tasks could a student at the early phonological awareness level
perform? Select all that apply.
a. determining whether cat and kiss begin with the same sound
b. segmenting and tapping the phonemes in the word slap
c. clapping and counting the syllables in the word pencil
d. saying the word marker, then deleting the last syllable and saying it again, mark – a &
c determining whether cat and kiss begin with the same sound clapping and counting
the syllables in the word pencil
Which of these tasks could a student at the basic phonemic awareness level perform?
Select all that apply.
a. saying the word flame, then deleting the phoneme /l/ and saying the word without it
b. saying the compound word rainbow, then deleting the first part and saying the new
word
c. determining which sound should be changed to make the word stream into scream
d. segmenting and tapping the phonemes in the word beak – b& d saying the compound
word rainbow, then deleting the first part and saying the new word, segmenting and
tapping the phonemes in the word beak
Which of these advanced phonemic awareness skills do children typically develop last?
a. the ability to delete the final sound from a word
b. the ability to substitute sounds within words of 5-6 phonemes
c. the ability to reverse the first and final sounds in a word
d. the ability to delete the initial sound from a word that begins with a blend – c. the
ability to reverse the first and final sounds
Unit 2 – Session 2
Several kinds of _ predict the ability to read, spell and write
between Kindergarten and Second Grade. – phonological tasks
___ _, especially segmenting and blending individual
sounds in simple spoken words, predicts future reading problems in kindergarten and
beginning first grade better than other phonological tasks such as rhyming,
allieteration,word repetition, or syllable counting. – Phonemic awareness
_ _ is comprised of three levels; early, basic and advanced. –
Phonological awareness
LETRS Unit 3 Assessment Quiz.
Which of the following is not one of the strands in Scarborough’s Reading Rope? –
Guided reading
How can code-emphasis or phonics-emphasis instruction be used most effectively? –
when organized around a logical progression of pattern words that have been taught
Which word group might a teacher include in a lesson focused on identification of
consonant blends? – blink, frog, twist
Which word group might a teacher include in a lesson focused on reviewing consonant
digraphs? – thorn, show, chase
In a complete phonics lesson of 30-40 minutes, which activity would typically not be
included? – partner reading of a trade book of high interest to the students
Of all the phonic correspondences represented in these words, which pattern is likely to
be learned after the others? – gale
About what percent of English words can be spelled and read accurately using soundsymbol correspondences alone, without knowing the syllable patterns, meaningful parts,
or word origin? – 50%
How many graphemes are in the word weight? – 3
Which of the following tasks would best provide practice for learning letter formation in
kindergarten? – tracing a model following numbered arrows on lined paper
In Ehri’s early alphabetic phase of word-reading development, students know some
letter-sound correspondences and most letter names. A student at this level is most
LETRS Unit 3 Test Questions & Answers
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 – knowledge of phoneme-grapheme correspondences and the ability to
blend phonemes and graphemes quickly.
The term phonics may be used to refer to – the system of phoneme-grapheme
correspondences that are the basis for an alphabetic orthography, an essential
component of effective reading instruction and a strategy for decoding new words and
storing them in orthographic memory.
Which of the following are typical of meaning-emphasis approaches to instruction? –
emphasis on reading leveled texts individually and 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
Regularly spelled words – three, day, bird, goose, mouse, maybe, go, have
Irregularly spelled words – yacht, love, father, you
Why is the letter “x” referred to as an odd letter? – Letter “x” can represent two
phonemes.
Which word contains a consonant trigraph? – ditch (-tch)
Which is an example of a consonant blend? – shr
What is the difference between a digraph and a blend? – Blends represent more than
one sound; digraphs represent one sound.
Which of the following sets includes ONLY consonant blends? – fl, br, nd
How many phonemes are in the word “flax”? – 5
How many phonemes are in the word “quick”? – 4
Which pair of words has the same number of phonemes? – tax and flash
Which of the following sets includes only words with vowel teams? – slight, drain, snow
Which is the most consistent pattern in the way English uses vowel graphemes? –
Single letters are used to spell short vowel phonemes.
What makes the vowel-r combination difficult for students to learn to read and spell? –
The sounds made by the vowel and the “r” overlap and influence each other.
Consonant Digraph examples – chimp, girth, wash
VCe (Vowel-Consoant-e) examples – broke, flame, site
Silent Letter Grapheme examples – bomb, knee, knight
Vowel Team examples – knee, sail, knight
Vowel-r examples – girth, star, fur
Consonant Blend examples – broke, chimp, flame, star
Floss Rule Words – loss, stuff, full, fizz
Non-floss rule words – gift, gas, his, gel
Complete this sentence: A complex syllable is a syllable that contains a – consonant
blend
Complete this sentence: Vowel teams in English can have up to _ letters. – Four
Which group of words include only words that have consonant digraphs, and no words
with blends? – father, shin, reach, rough, phone, bang
Which set of words illustrates both the Floss Rule and the “-ck” Rule? – slick, kiss, cuff
Roughly half of all words in English can be spelled correctly based on established
sound-symbol correspondences. – True
When students are “graduating” to the next Ehri’s phases, 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
LETRS Unit 3 All Sessions 1-8 (Answered,
Complete Solution guide)2022
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): – A. Knowledge of phoneme-grapheme
correspondences.
C. 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
Unit 3 – Session 1
_ represents the two major components of learning to read: word
recognition and language comprehension. – SVR
The Reading Rope identifies three major strands or subskills that contribute to printed
word _; phonological awareness, decoding, and sight word recognition. –
recognition
___ awareness emphasizing the strong predictive relationship between
phonemic awareness and learning to read an alphabetic writing system. – Phonological
_ is the ability to translate a word from print to speech, usually by employing
knowledge of sound-symbol correspondences. – Decoding
To know what the word actually says, the reader must look closely at all the letters and
___ them into sound and sense. – recode
__ _ is the goal of word study, or the point of
learning to decode by phonics and to recognize orthographic patterns, is to develop
automatic recognition of words. – Sight Word Recognition
The term _ refers to three different aspects; phoneme-grapheme
correspondence, strategy for decoding new words, essential component of reading (one
of the five pillars). – phonics
Phonics instruction offers a critical _____ for most students in the regular
classroom and in intervention programs. – advantage
Explicit, _, cumulative instruction that teaches students to decode
graphemes and blend the corresponding phonemes and/or syllables received stronger
suppor in high-level research than other types of instruction. – systematic
Phonics may not be __ with a given student if that student’s phonological
awareness is seriously underdeveloped because phonemic awareness is the foundation
for acquiring decoding skill. – effective
Scope and sequence of phonics and word-reading skills determine lesson design and
sequence, and type of reading practice. Is what feature of the reading program? –
Organization
Decodable; contains high proportion of pattern words that have been taught. Is what
feature of the reading program? – Texts for Reading
Phonemic awareness, explicit phonics, fluency, vocabulary, comprehension, writing;
use of decodalbe text at K-1 level. Is what feature of the reading program? – Content
About half the time spent on word work (phonological awareness, phonics, fluency in
word recognition), the rest on language and oral reading in K-1. Is what feature of the
reading program? – Instructional Time
More teacher-led activities; teacher actively leads students through decoding activities
and guided practice. Is what feature of the reading program? – Method/Teacher Role
Students asked to look carefully at the word, sound it out, check and see if it makes
sense. Is what feature of the reading program? – Corrective Feedback
Skill building from sounds to words to sentences to text with high percentage of words
that have been taught. Is what feature of the reading program? – Types of Practice
Components of a _ ___ Plan include; state goal and
purpose, practice phonological awareness, review previous lesson, introduce new
concept, provide guided practic, provide extended practic, practic dictation, connect to
word meaning, read text. – Phonics Lesson
LETRS Unit 4 Assessment Test & All Sections quizzes
1-8 (answered_Complete 2022.
LETRS Unit 4 Assessment
Based on the grapheme representing /sh/, which word is probably from French? –
machine
Which of the following words is most probably from the Anglo-Saxon layer of English? –
playground
Because of arbitrary and historical conventions governing English orthography, some
letters can never be used to end a word. Which word can be explained by that
principle? – have
If you were teaching the soft c for reading and spelling, which words could be used as
examples? – circus, cycle, center
Which of the following two-syllable words contains an open syllable followed by a closed
syllable? – secret
Which of the following two-syllable words contains a vowel team syllable followed by a
syllable with a vowel-r pattern? – power
If a third-grade student writes, “My new puppy is very plafull,” what does his misspelling
of the word playful most likely indicate? – He needs to learn to think about the
morphemes, or meaningful parts, in longer words.
Which word might be found in a lesson on adverb (adverbial) suffixes? – happily
What is the best definition for oral reading fluency? – reading with accuracy, expression,
and sufficient speed to support comprehension
What is the most critical step in the process of teaching students to recognize printed
words automatically, with little effort? – Ensure that students can apply their knowledge
of phonics patterns to unknown words.
At what point in a student’s reading development do you no longer need to spend any
instructional time on systematic, explicit instruction in phonology, phonics, and
syllabification? – when students can rapidly and accurately read a wide variety of
multisyllabic words both in isolation and in a text
Letrs Unit 4 Session 1
Direct instruction in word structure ( as distinct from phonics instruction) improves
accuracy and automaticity in reading – True
Many common English words combine simple Anglo-Saxon words with Greek derived
forms. – False
Proficient word reading requires using the mental process called: – Orthographic
mapping
New scientific terms in the physical sciences for example most likely to be coined from
which language? – Greek
Which sound-symbol correspondences are common in words of Anglo-Saxon origin? –
Use of kn for the /n/ sound
Use of silent e
Unit 4 – Session 1
Proficient word reading requires rapid recognition of all relevant layers of word structure
in a mental process called _____. – orthographic mapping
English is a orthography, knowing a word well means being able to identify
all the aspects of language represented in the printed word, including the meaningful
parts, syllables, graphemes, and phonemes. – deep
A __ is a letter or letter combination that spells a phoneme; can be one, two,
three or four letters. – grapheme
A is a speech sound that combines with others in a language system to
make words; English has 44 phonemes. – phoneme
The language from which a word came into English, as well as its history of use, often
explains a word’s spelling. – Language of Origin
_ –_ correspondences are the mapping between speech
sounds and letter groups. – Phoneme-grapheme
LETRS Units 5 – 8 Pre & Post Test_2022.
Once students decode well, which statement describes the relationship between
vocabulary and reading comprehension?
- Vocabulary is the best single predictor of reading comprehension.
In teaching the word invisible, the teacher broke it into the parts in – vis – ible and talked
about the meanings of the parts. Which aspect of language was emphasized? - morphology
The Hart and Risley study (1995) identified a “30-million-word” gap. This gap refers to: - the difference in the number of words heard by preschool children raised in high- and
low-language family environments.
Which of the following is least likely to narrow the vocabulary gap between languagerich and language-poor students? - watching children’s television programs
To introduce a Tier 2 vocabulary word explicitly and systematically before reading,
which of these strategies would be the least effective? - asking students to write the word 10 times until they can spell it
Students must learn the meanings of several thousand new words every year if they are
going to meet grade-level expectations for vocabulary growth. About how many of those
word meanings should teachers aim to teach explicitly and thoroughly per week? - 10-12
When a student is an accurate but slow reader, which of the following practices is most
effective? - Focus instruction on foundational reading skills that address multiple aspects of
language.
In what way should the vocabulary instruction of English Learners (ELs) be
distinguished from the vocabulary instruction of native English speakers? - They may need to learn the meanings of the Tier 1 words in a passage.
To select the best vocabulary words to teach before reading a text, the teacher should
prioritize which types of words? - words that are central to understanding key meanings in the passage
A primary-grade teacher who wants to implement research-based vocabulary instruction
should try to emphasize: - word relationships, including antonyms, synonyms, categories, and semantic families.
LETRS Unit 5 Assessment & All Sessions 1-6
Answered, 2022.
LETRS Unit 5 Assessment
Which term relates to a students ability to use word meanings in both speaking and
writing? ANS- expressive vocabulary
In teaching the antonyms and synonyms of a word such as generosity, a teacher would
be emphasizing which aspect of language? ANS- semantics
Once students have learned to decode printed words, which strand of the Reading
Rope model (Scarborough, 2001) is the best single predictor of reading
comprehension? ANS- vocabulary
Which conclusion was documented by the Hart and Risley (1995) research team
regarding the relationship between home language exposure and later reading
comprehension? ANS- The number of words to which preschoolers are exposed
predicts their vocabulary knowledge at grade three.
Which of these is the least effective way to foster implicit learning of the vocabulary
students need for classroom success? ANS- providing several hours daily of children’s
television programs
Good reasons for teaching a few words rexplicitly and in-depth include all of the follwing
except: ANS- Students only need to know a few words to understand most texts.
Which of the following is the least effective activity when a new word meaning is being
explicitly and directly taught? ANS- Ask students if anyone knows what the word means.
What consideration might distinguish vocabulary instruction for English Learners (ELs)
from the vocabulary instruction of native English? ANS- ELs may need more
multisensory supports to understand the meanings of words.
The principle of teaching word meanings in relationship to other word meanings is best
exeplified by which activity? ANS- explaining shades of meaning among synonyms
Which of these is the most effective, research-supported practice to promote vocabulary
growth in students across a school year? ANS- ensure that the teacher regularly uses
complex and sophisticated language
unit 5 session 1
primary activity – the part of the economy that draws raw materials form the natural
environment.
secondary activity – transforms raw materials into manufactured goods; GROWS
QUICKLY AS SOCIETIES INDUSTRIALIZE.
tertiary activity – the part of the economy that involves services rather than goods.
pre-industrial societies – hunting and gathering, horticultural, agrarian
quaternary activities – includes jobs concerned with:
research and development
management and administration
processing and disseminating information
post-industrial societies – countries where most people are no longer employed in
industry.
Agriculture – the deliberate tending of crops and livestock in order to produce food and
fiber.
hunters and gatherers – Hunters gained skills in capturing and killing animals.
Gatherers learned which plants and fruits were edible and nutritious.
Neolithic Revolution – The switch from nomadic lifestyles to a settled agricultural lifestyle
is this revolution.
Agricultural hearths – developed independently in several regions of the world over a
long period of time.
vegetative planting – new plants were produced from existing plants, such as cutting
stems and dividing roots.
seed agriculture – included irrigation, plowing, fencing, terraces, fertilizing, weeding
plant and animal domestication – The first domesticated animals were probably dogs,
pigs, chickens. plants that were domesticated in Southeast Asia were taro, yams,
bananas, palm trees
irrigation – the channeling of water to fields
LETRS Module 6 Assessment. Early Lit Test.
A teacher asks her students to highlight the main ideas in an expository passage. This
activity best addresses which component of reading instruction? – comprehensive
The main factors that influence comprehension are the reader, the text, task, and the
context. – True
Which of the following is a major factor that directly influences comprehension? –
Background knowledge
Which of the following is a common characteristic of written, academic text? – complex
sentences
Which characteristic of a reader has the most powerful impact on their reading
comprehension? – Decoding
All of the following are examples of figurative language except: – idioms: a phrase that
doesn’t mean exactly what it says
- similes: comparing two or more things using like or as.
- metaphor: comparing two or more things without using like or as.
- colloquial expressions: informal words, phrases, or slang.
Which of the following is an example of a compound sentence? – two complete
sentences joined by coordinating conjunction.example: Joe waited for the train, Jill
drove a car.
Which of the following is an effective technique to teach sentence comprehension? –
read aloud, stretch a sentence, rewriting short sentences into more complex ones.
Knowing about story structure is valuable for students because – students contain
different structures, such a passive voice, double negatives, verb tenses and auxiliaries,
prepositions and articles, ambiguous phrases, word order, and placement of phrases.
Expository text is characterized by all of the following except – Expository Text
Structures- description, sequence of events, classification, cause and effect, and
compare and contrast
Effective comprehension strategies used by good readers include all of the following
except: –
In explicit instruction, the teacher uses queries to facilitate both gap-filling and bridging
inferences – True
Queries should aim to promote more student talk and less teacher talk. – True or:
Yes, because the students can discuss what they already know. If the teacher is
supervising, they will know what the students need more help with, like an informal
assessment. Students also learn more from each other rather than from the teacher.
If students have trouble understanding the meanings in the text base, the teacher
should tell the students to pay closer attention when they read the words. – No, because
just simply telling the students to pay attention to the words do not help them
understand what they are reading. The teacher needs to work closely with the student
on his or her metacognitive strategies, and model how that is supposed to look to
students.
When a teacher plans to teach a reading passage for deep understanding, which of the
following steps should come first? – independently read
Which of the following strategies would be most appropriate to use to promote secondgrade students’ ability to analyze key ideas and details in a literary text? – helping
students create a story map of the main characters in a story and the events with which
they are involved.
After students in a sixth-grade class finish reading a historical novel about the U.S. Civil
War, the teacher asks each student to bring in an object, or a picture or illustration of an
object, that, to them, represents the book. The students must also identify a passage or
passages from the book that they can use to support their choices when they present
their objects to the class. This activity is most likely to promote students’ reading
development by helping them understand the importance of: – Basing interpretations
about a literary work on textual evidence
A fifth-grade teacher guides students in reading a complex literary text. First, the
teacher reads aloud the beginning of the text as the students follow along silently in
their copies. Next, the teacher rereads key phrases and sentences, asking students
what the author meant by certain statements or by the choice of certain words. Finally,
the teacher and students reread the section aloud together with expression. The
teacher repeats these steps with each section of the text. This activity promotes reading
proficiency primarily by: – Modeling for students how to engage in close reading of
academic texts.
Sixth-grade students have just finished reading a chapter in a novel and are getting
ready to write an entry in their response journals. The teacher could most effectively
develop students’ literary response skills by assigning which of the following journal
prompts? – What do you think the main idea or theme of the novel? Relate specific
events in this chapter to the theme you suggest.
A second-grade teacher reads a trade book aloud to the class. Which of the following
postreading activities would be most likely to promote the students’ comprehension of
the story by enhancing their literary analysis skills? – discussing with the students how
the characters in the story respond to major events and challenges
LETRS Unit 6 Assessment, All Sessions 1-6,
comprehension & Midterm;
Complete Solution guide_2022.
LETRS Unit 6 Assessment
Which of the following statements best describes an effective way to prepare students
to listen to or read a text? – Establish the purpose for reading the text and impart
background knowledge.
Which of the following describes a product of comprehension, rather than a process? –
verbalizing a summary or retelling of the text after reading
Which of these statements is not true of students with specific comprehension
difficulties? – They rely less on context to guess on the identity of the words.
Students with greater background knowledge of a text’s topic are more likely to: –
remember more of what the text actually says
Which teaching strategy is most likely to help English Learners construct a mental
model of a texts meanings? – Provide visual context for meaning-pictures, graphic
organizers, objects, and/or actions.
Which statement explains the most important reason why formal (standardized) tests of
reading comprehension may be of limited value to teachers? – They typically do not
indicate where instruction should focus.
Which statement is not true about how student understanding of syntax can affect
comprehension? – The ability to process sentence structure has little effect on
comprehension.
What technique would be most relevant for teaching students to comprehend the
structure of a fictional narrative? – using a story grammar outline to make notes
Which sentence is most likely to challenge younger students’ language comprehension
abilities? – Unless everyone can agree, we will not play there again.
What activity would best create awareness of substitution as a cohesive device? –
having students underline words and phrases that mean almost the same thing
LETRS Unit 6 Session 1
The language comprehension domain of the Reading Rope does not incorporate which
of the following? – memorization
The text base refers to the literal meanings in a given text. – false
The best time for teachers to guide students’ thinking, as they construct a mental model,
is: – all of the above
Language comprehension becomes more important to reading success – after third
grade
LTRS Unit 6 comprehension
Define comprehension – constructing meaning through written language
Simple View of Reading – word recognition, language comprehension= reading
comprehension
3 part cueing system – meaning, phonics, orthographic
word recognition – phonological awareness, decoding, sight recognition
language comprehension – background knowledge, vocabulary, language structures,
verbal reasoning, literacy knowledge
good reading relies on _ – mental activities
processes are _ – internal/mental activities
example of processes – summarizing
retelling
inferring
visualizing
predictions
examples of products – outlines
venn diagrams
mc questions
writing response
LETRS Unit 7 Assessment Test & All Sessions 1-6
Complete Questions/Answers 2022.
LETRS Unit 7 Assessment
How should the balance of instructional time spent on foundational reading skills and
language comprehension between first grade and third grade for typical learners? – The
time spent on foundational reading skills should skift from about 40% in first grade to
20% in third grade.
What criterion would be most relevant for selecting high-quality texts for reading aloud
or for meiated text reading? – The text has layers of meaning that can be explored
through several readings.
According to the National Reading Panel (2000) and several research analyses, whcih
of these strategies is more effective than the others for developing comprehension? –
having students retell or summarize what they have read
During a teacher-mediated reading of the fairy tale Little Red Riding Hood, which of
these questions is most likely to facilitate construction of a mental model of the texts
meanings? – “What do we know about the characters so far?”
If a high quality, worthwhile narrative text has been read once, what is the most
appropriate activity studetns should do next? – Complete a story frame that outlines
major events.
What is an effective way to helpo students construct a mental model of informational
text? – Pose queries during reading to ensure studetns are making the necessary
inferences.
What is the main advantage of letting students know ahead of time what kind of text
(e.g., narrative, informational) they will be reading? – They can anticipate how the text is
organized and how the information is presented.
What is a helpful approach when working with a student who is a heavy dialect speaker
and who is having trouble comprehending the language in a text? – Explain the
relationship between home langauge and school language in frequent, brief lessons.
Which of the following teaching strategies is least helpful to English learners? – allowing
them to avoid speaking in class if they are embarrassed
Which is the most effected technique for supporting students’ expressive oral language
development in school? – encouraging students to talk with a partner before raising their
hand to respond
LETRS Unit 7 Session 1
With first-grade students, how much instructional time should be spent on English
language arts? – 2 hours or more
Teachers should depend heavily on the results of screeners such as Acadience
Reading K-6 Next to determine what skills should be taught to students. – false
By second grade, the most effective approach to teaching reading comprehension
emphasizes: – all of the above in roughly equal proportion
Which of the following is not a criterion for high-quality text? – relevant to what’s going
on that day
One tet of a robust curriculum in grades K-3 is whether, upon walking into a classroom,
an observer can tell what students are learning about. – true
LETRS Unit 7 Session 2
The students most likelu to benefit from strategy instruction are those who (Select all
that apply): – are in grades four and above; have accquired good decoding skills but
aren’t familiar with a particular stratgey
The best time to employ strategy instruction is when: – students are ready for it, in the
context of lessons with a larger purpose
Which of these steps in the “gradual release of responsibility” of strategy instruction is
out of sequence? – The teacher models the thinking process by thinking aloud.
Good readers tend to move on, even when the passage is not making sense to them. –
false
“Imagine what would happen if the polar ice caps melted” is an example of what type of
question? – evaluating
LETRS Unit 8 Session All Sessions (1-6)
And LETRS Unit 8 Final Assessment Test, 2022.
LETRS Unit 8 Session 1
What are the benefits of having students write in response to text? Select all that apply.
- It prompts students to reflect on what they have learned; It enables students to
connect ideas; It allows students to paraphrase ideas in their own words.
According to the Simple View of Writing, which two categories of skills must students
learn to become successful? – foundational skills; higher order composition skills
According to research, which of the following are best practices for writing instruction?
Select all that apply. – Allowing students to practice writing every day; explicitly teaching
the steps of the writing process; planning writing activities that are cooperative and
interactive
What statement best describes effective writing in instruction? – It integrates teaching of
foundational skills and composition.
Which statement is not true? – Writing leads to improved spelling and retention of words.
LETRS Unit 8 Session 2
What is the recommended order for teaching letter formation? – Teach lowecase letters
first, then uppercase letters.
All of the following are spelling rules and concepts that should be taught in grades 2-3,
except: – common Latin and Greek roots
What is dysgraphia? – the inability to write letters by hand because of a communication
breakdown between two sections of the brain
For alphabetic writing to be considered automatic, students should be able to write all of
the letters from memory in what time frame? – 1 minute
What is the best method for determining which hand is a students dominant hand for
writing? – See which hand the student uses for fine motor skills (e.g., cutting, eating).