Which of the following is not one of the strands in Scarborough’s Reading Rope?
Guided reading<\/p>\n\n\n\n
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<\/p>\n\n\n\n
Which word group might a teacher include in a lesson focused on identification of consonant blends?
blink, frog, twist<\/p>\n\n\n\n
Which word group might a teacher include in a lesson focused on reviewing consonant digraphs?
thorn, show, chase<\/p>\n\n\n\n
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<\/p>\n\n\n\n
Of all the phonic correspondences represented in these words, which pattern is likely to be learned after the others?
gale<\/p>\n\n\n\n
About what percent of English words can be spelled and read accurately using sound-symbol correspondences alone, without knowing the syllable patterns, meaningful parts, or word origin?
50%<\/p>\n\n\n\n
How many graphemes are in the word weight?
3<\/p>\n\n\n\n
Which of the following tasks would best provide practice for learning letter formation in kindergarten?
tracing a model following numbered arrows on lined paper<\/p>\n\n\n\n
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 likely to progress with instruction focused on:
blending and reading words such as at, an; mad, man; and it, sit, bit<\/p>\n\n\n\n
What is the best key word to put on a sound-symbol card to teach short e, \/\u0115\/.
echo<\/p>\n\n\n\n
A good phonics lesson should include opportunities for students to directly apply the phoneme-grapheme relationships that have been explicitly taught. Which text type would best provide the practice needed?
decodable texts<\/p>\n\n\n\n
Which of the following is the best example of a well-designed word list for a word chaining activity?
rat, chat, chap, chip, rip, rap<\/p>\n\n\n\n
A first-grade teacher has posted a word wall using alphabetical order to list the high-frequency words the students must learn. For example, under A are the words aunt, along, an, add, April, and above. How could the teacher best ensure that students will recognize and spell words that begin with a?
Teach systematic decoding of sound-symbol correspondences beginning with short a<\/p>\n\n\n\n
What is true about the relationship between reading and spelling?
Spelling is generally harder than reading because the exact letters of the word must be recalled.<\/p>\n\n\n\n
__<\/strong><\/em><\/strong> represents the two major components of learning to read: word recognition and language comprehension.<\/p>\n\n\n\n SVR<\/p>\n\n\n\n The Reading Rope identifies three major strands or subskills that contribute to printed word __<\/strong><\/em><\/strong>; phonological awareness, decoding, and sight word recognition.<\/p>\n\n\n\n recognition<\/p>\n\n\n\n ___<\/em><\/strong><\/em><\/strong> awareness emphasizing the strong predictive relationship between phonemic awareness and learning to read an alphabetic writing system.<\/p>\n\n\n\n Phonological<\/p>\n\n\n\n __<\/em><\/strong> is the ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences.<\/p>\n\n\n\n Decoding<\/p>\n\n\n\n To know what the word actually says, the reader must look closely at all the letters and __<\/strong> them into sound and sense.<\/p>\n\n\n\n recode<\/p>\n\n\n\n __<\/em><\/strong><\/em><\/strong> __<\/strong><\/em><\/strong> 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.<\/p>\n\n\n\n Sight Word Recognition<\/p>\n\n\n\n The term __<\/em><\/strong> refers to three different aspects; phoneme-grapheme correspondence, strategy for decoding new words, essential component of reading (one of the five pillars).<\/p>\n\n\n\n phonics<\/p>\n\n\n\n Phonics instruction offers a critical ___<\/em><\/strong><\/em><\/strong> for most students in the regular classroom and in intervention programs.<\/p>\n\n\n\n advantage<\/p>\n\n\n\n Explicit, _<\/em><\/strong><\/em><\/strong>, 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.<\/p>\n\n\n\n systematic<\/p>\n\n\n\n Phonics may not be __<\/em><\/strong><\/em><\/strong> with a given student if that student\u2019s phonological awareness is seriously underdeveloped because phonemic awareness is the foundation for acquiring decoding skill.<\/p>\n\n\n\n effective<\/p>\n\n\n\n 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?<\/p>\n\n\n\n Organization<\/p>\n\n\n\n Decodable; contains high proportion of pattern words that have been taught. Is what feature of the reading program?<\/p>\n\n\n\n Texts for Reading<\/p>\n\n\n\n Phonemic awareness, explicit phonics, fluency, vocabulary, comprehension, writing; use of decodalbe text at K-1 level. Is what feature of the reading program?<\/p>\n\n\n\n Content<\/p>\n\n\n\n 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?<\/p>\n\n\n\n Instructional Time<\/p>\n\n\n\n More teacher-led activities; teacher actively leads students through decoding activities and guided practice. Is what feature of the reading program?<\/p>\n\n\n\n Method\/Teacher Role<\/p>\n\n\n\n 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?<\/p>\n\n\n\n Corrective Feedback<\/p>\n\n\n\n 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?<\/p>\n\n\n\n Types of Practice<\/p>\n\n\n\n Components of a _<\/em><\/strong><\/em><\/strong> ___<\/strong><\/em><\/strong><\/em> 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.<\/p>\n\n\n\n Phonics Lesson<\/p>\n\n\n\n LETRS Unit 3 Session 2 Answers<\/p>\n\n\n\n T\/F? Roughly half of all words in English can be spelled correctly based on established sound-symbol correspondences.<\/p>\n\n\n\n true<\/p>\n\n\n\n Complete this sentence: A complex syllable is a syllable that contains a __<\/strong> . a. digraph b. consonant blend c. vowel team d. VCe pattern<\/p>\n\n\n\n b. consonant blend<\/p>\n\n\n\n Complete this sentence: Vowel teams in English can have up to __<\/strong> letters. two three four five<\/p>\n\n\n\n four<\/p>\n\n\n\n Which set(s) of words include only words that have consonant digraphs, and no words with blends? Select all that apply. a. father, shin, reach b. cheek, less, silk c. rough, phone, bang d. stripe, laugh, wish<\/p>\n\n\n\n a. father, shin, reach c. rough, phone, bang<\/p>\n\n\n\n Which set of words illustrates both the Floss rule and the \u201c-ck\u201d rule? a. flick, sack, lock b. fuss, cell, will c. soak, flake, lurk d. slick, kiss, cuff<\/p>\n\n\n\n d. slick, kiss, cuff<\/p>\n\n\n\n LETRS Unit 3 Session 3 Answers<\/p>\n\n\n\n Students are likely to demonstrate one set of phase characteristics before _____<\/em><\/strong><\/em><\/strong> to the next phase, in which the student\u2019s approach to reading will be qualitatively different from the previous phase.<\/p>\n\n\n\n graduating<\/p>\n\n\n\n Teaching must be _<\/em><\/strong><\/em><\/strong> to the appropriate student level for growth to occur.<\/p>\n\n\n\n matched<\/p>\n\n\n\n A student knows some, but not all, _<\/em><\/strong><\/em><\/strong> _<\/strong><\/em><\/strong> names and forms; practice alphabet matching, naming, and ordering until alphabet letters can be named in random order and put in order.<\/p>\n\n\n\n alphabet letter<\/p>\n\n\n\n A student may be aware of how __<\/strong> looks \u2013 alternating letters, spacing, etc.; practice writing the letters until the alphabet can be written to dictation (model), dictation (no model) and memory. Use lowercase for writing; use uppercase and lowercase for naming.<\/p>\n\n\n\n print<\/p>\n\n\n\n A student may not understand the concept of a __<\/em><\/strong><\/em>; has little phonemic awareness; Gradually build associations between gestures, key words, and speech sounds. Emphasize articulation.<\/p>\n\n\n\n speech sound<\/p>\n\n\n\n A student is beginning to match words __<\/em><\/strong> by initial consonants; Blend the parts of compounds, then syllables, then onset-rime units, then phonemes in one-syllable, simple words.<\/p>\n\n\n\n orally<\/p>\n\n\n\n A student may lack knowledge of word __<\/strong><\/em><\/strong> or information required to understand text; Build vocabulary through read-alouds, theme units, and expressive language games. Stimulate verbal expression through retelling, structured conversation, and question-response routines.<\/p>\n\n\n\n meaning<\/p>\n\n\n\n A student tries to sound out by associating sound with _<\/strong> letter and, perhaps, another letter or two; guesses at the rest; Match all sounds on consonant and vowel charts to key words and common spellings.<\/p>\n\n\n\n first<\/p>\n\n\n\n A student wants to __<\/strong> on context (e.g., pictures, topical knowledge) to guess at words; Blend known phoneme-grapheme correspondences into words, left to right, as consonants and vowels are learned. Practice automatic recognition of high-frequency words (regular and irregular, a few per week.<\/p>\n\n\n\n rely<\/p>\n\n\n\n A student begins to read simple _<\/strong> with known words; Start to read decodable text with known letter-sound correspondences and high-frequency words.<\/p>\n\n\n\n sentences<\/p>\n\n\n\n A student attends to books read aloud, _ and __<\/em><\/strong><\/em><\/strong> questions, and retells what the reading is about; Browse text and predict before reading.<\/p>\n\n\n\n asks and answers<\/p>\n\n\n\n A student understands the _<\/em><\/strong> of classroom instruction; Differentiate question words (who, what, when, where, why, how); ask and answer questions. Retell or summarize what was read.<\/p>\n\n\n\n language<\/p>\n\n\n\n A student writes simple sentences to __<\/strong><\/em><\/strong>; participates in shared writing; composes orally and attempts new spellings; Begin to spell high-frequency words accurately and to spell regular words by sound.<\/p>\n\n\n\n dictation<\/p>\n\n\n\n A student can spell words __<\/em><\/strong><\/em><\/strong>, with all the speech sounds represented (letter name spellings still common); Increase knowlege of rime patterns, word families, \u201cchoice\u201d spellings for consonants, and most common spellings for all vowel sounds.<\/p>\n\n\n\n phonetically<\/p>\n\n\n\n A student shows knowlege of letter __<\/em><\/strong><\/em><\/strong> and orthographic constraints; Read and spell blends and diagraphs.<\/p>\n\n\n\n patterns<\/p>\n\n\n\n A student is learning the most common _<\/em><\/strong> words for reading and spelling; Read and spells words with short vowels, vowel-consonant-e, and inflections such as -ed, -s, -ing.<\/p>\n\n\n\n sight<\/p>\n\n\n\n A student is starting to chunk common __<\/strong><\/em><\/strong> and letter sequences \u2013 such as -ing and -ack-and to read by analogy; Learn vowel teams and vowel-r patterns.<\/p>\n\n\n\n syllables<\/p>\n\n\n\n A student can read decodable text, although not _<\/strong><\/em><\/strong>; commonly reads word by word; Read decodable text with learned patterns and sight words, increase fluency. Reread for context if decoding attempt does not make sense. Partner read; use peer-assisted tutoring routines. Expand theme-related vocabulary. Write and publish first storybooks.<\/p>\n\n\n\n fluently<\/p>\n\n\n\n A student can generalize phonics skills to _<\/strong><\/em><\/strong> words, then uses context as backup; Increase accuracy and automaticity with high-frequency words and regular words for reading.<\/p>\n\n\n\n unknown<\/p>\n\n\n\n A student is increasing __<\/em><\/strong> in passge; Decode two-syllable and three-syllable words, using most common syllable division principles.<\/p>\n\n\n\n fluency<\/p>\n\n\n\n A student recognizes more than 200 –_____<\/em><\/strong><\/em><\/strong> words by sight; Increase speed to 60-90 words per minute with independent reading material (95% correct).<\/p>\n\n\n\n high-frequency<\/p>\n\n\n\n A student uses context to fully identify the __<\/strong><\/em><\/strong> of new words; Expand vocabulary at rate of 800 or more words per year through second grade, then at the rate of 2,000 words per per.<\/p>\n\n\n\n meanings<\/p>\n\n\n\n A student can employ beginning comprehension _<\/strong><\/em><\/strong> \u2013 browsing, anticipating, questioning, clarifying, retelling and summarizing \u2013 with teacher support; Deepen awareness of different genres-narrative and expository-and how they are organized.<\/p>\n\n\n\n strategies<\/p>\n\n\n\n A student can __<\/strong><\/em><\/strong> readable compositions with capitals, end punctuation, and most words spelled correctly or phonetically; Plan before writing and stick to the plan.<\/p>\n\n\n\n compose<\/p>\n\n\n\n If students are lacking basic phonemic awareness, it is likely that their needs fit the profile of _<\/em><\/strong><\/em><\/strong> learners.<\/p>\n\n\n\n prealphabetic<\/p>\n\n\n\n If students have partial phonemic awareness, but not full phonemic awareness, and are beginning to pair alphabet letters with sounds, the students may fit the profile of _<\/em><\/strong> _______<\/em><\/strong><\/em><\/strong> learners.<\/p>\n\n\n\n early alphabetic<\/p>\n\n\n\n If students have phonemic awareness and can spell each sound phonetically, but are just learning how printed words are actually spelled, they are likely in the ___<\/em><\/strong><\/em><\/strong> phase.<\/p>\n\n\n\n later alphabetic<\/p>\n\n\n\n If students have phonemic awareness and knowledge of basic phonics but need to read whole words, syllables, and morphemes with more fluency, they are probably in the ___<\/em><\/strong><\/em> phase.<\/p>\n\n\n\n consolidated alphabetic<\/p>\n\n\n\n One of Ehri\u2019s most important points is that sight word learning \u2013 fast recognition of words \u2013 is _<\/em><\/strong><\/em><\/strong> by and correlated with phonic knowledge, or the ability to match phonemes and grapheme rapidly and accurately.<\/p>\n\n\n\n facilitated<\/p>\n\n\n\n The most direct way to measure automatic recognition of real words is with graded lists, read under and _<\/em><\/strong> conditions.<\/p>\n\n\n\n timed and untimed<\/p>\n\n\n\n LETRS Unit 3 Session 4 Answers<\/p>\n\n\n\n Students should be introduced to one new letter name every _ or _<\/em><\/strong><\/em><\/strong> days.<\/p>\n\n\n\n one or two<\/p>\n\n\n\n During the first _<\/em><\/strong><\/em><\/strong> weeks of Kindergarten, the names of all the letters, uppercase and lowercase, should be direct taught through a combination of direct teaching and play-based experience with manipulatives.<\/p>\n\n\n\n 6-8<\/p>\n\n\n\n Knowledge of letter names and fluency of letter naming in Kindergarten are among the best __<\/em><\/strong> of later reading success.<\/p>\n\n\n\n predictors<\/p>\n\n\n\n __<\/em><\/strong><\/em><\/strong> of letter naming include; beginning of orthographic processing;discrimination of confusable letters, clues of phoneme-grapheme matching, spelling (orally and silent) requires memory for letter names.<\/p>\n\n\n\n Advantages<\/p>\n\n\n\n Early Kindergarten students need daily experiences with hands on ___<\/em><\/strong><\/em><\/strong> such as alphabet puzzles; shapes for letter building, sand tracing, whipped cream, sandpaper or templates for matching wooden or plastic letter shapes.<\/p>\n\n\n\n manipulatives<\/p>\n\n\n\n Before asking young children to hold a pencil and control it in a small space, teachers by writing large objects or _<\/em><\/strong> shapes.<\/p>\n\n\n\n tracing<\/p>\n\n\n\n Young learners need __<\/em><\/strong> guidelines to learn differences between tall letters, short letters and letters below the baseline.<\/p>\n\n\n\n spatial<\/p>\n\n\n\n When children learn to write individual letters, they are developing both _<\/em><\/strong><\/em><\/strong> (hand movement) and ____<\/em><\/strong><\/em><\/strong> (letter recognition) skill.<\/p>\n\n\n\n graphomotor and orthographic<\/p>\n\n\n\n Effective teaching for writing includes; descriptions and verbal coaching and showing model letters with numbered ___<\/em><\/strong><\/em> indicating the sequence of strokes.<\/p>\n\n\n\n verbal; arrows<\/p>\n\n\n\n These letters require a ____<\/em><\/strong><\/em><\/strong> circle; a,c,o,d,g,q.<\/p>\n\n\n\n counterclockwise<\/p>\n\n\n\n These letters require a ___<\/em><\/strong><\/em><\/strong> first line; b,f,h,l,j.i,k,m,n,p,r,t,u<\/p>\n\n\n\n downward<\/p>\n\n\n\n These letters with ___<\/em><\/strong><\/em><\/strong> lines and diagnols; e,s,v,w,x,y,z<\/p>\n\n\n\n horizontal<\/p>\n\n\n\n The __<\/strong><\/em><\/strong> of every instructional sequence is accurate, automatic word recognition, and\/or recall of specific words for writing.<\/p>\n\n\n\n goal<\/p>\n\n\n\n Teachers should follow a __<\/strong><\/em><\/strong> to teach new correpondences explicitly.<\/p>\n\n\n\n routine<\/p>\n\n\n\n It is ______<\/em><\/strong><\/em><\/strong> to ask students to write lengthy compositions by hand before they have automatized good letter-formation habits.<\/p>\n\n\n\n counterproductive<\/p>\n\n\n\n