{"id":120989,"date":"2023-10-03T21:18:46","date_gmt":"2023-10-03T21:18:46","guid":{"rendered":"https:\/\/learnexams.com\/blog\/?p=120989"},"modified":"2023-10-03T21:18:48","modified_gmt":"2023-10-03T21:18:48","slug":"letrs-unit-1-sessions-1-8-letrs-unit-1-8-assessments-bundled-together-questions-and-answers-2023-2024-verified-answers","status":"publish","type":"post","link":"https:\/\/www.learnexams.com\/blog\/2023\/10\/03\/letrs-unit-1-sessions-1-8-letrs-unit-1-8-assessments-bundled-together-questions-and-answers-2023-2024-verified-answers\/","title":{"rendered":"LETRS Unit 1 – Sessions 1 – 8 & LETRS Unit 1 – 8 Assessments BUNDLED TOGETHER (Questions and Answers )(2023\/2024) (Verified Answers)"},"content":{"rendered":"\n

LETRS Unit 7 Assessment
1.How should the balance of instructional time spent on foundational
read- ing skills and language comprehension between first grade and third
grade for typical learners(Answer) The time spent on foundational
reading skills should skift from about 40% in first grade to 20% in third
grade.
2.What criterion would be most relevant for selecting high-quality texts for
reading aloud or for meiated text reading(Answer) The text has layers of
meaning that can be explored through several readings.
3.According to the National Reading Panel (2000) and several research
analyses, whcih of these strategies is more effective than the others for
developing comprehension(Answer) having students retell or
summarize what they have read
4.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(Answer) “What do we know about<\/p>\n\n\n\n

LETRS Unit 4 Assessment
1.Based on the grapheme representing \/sh\/, which word is probably
from French(Answer) machine
2.Which of the following words is most probably from the Anglo-Saxon
layer of English(Answer) playground
3.Because of arbitrary and historical conventions governing English
orthog- raphy, some letters can never be used to end a word. Which word
can be explained by that principle(Answer) have
4.If you were teaching the soft c for reading and spelling, which words
could be used as examples(Answer) circus, cycle, center
5.Which of the following two-syllable words contains an open syllable
fol- lowed by a closed syllable(Answer) secret<\/p>\n\n\n\n

LETRS Unit 5 Assessment
1.Which term relates to a students ability to use word meanings in
both speaking and writing(Answer) expressive vocabulary
2.In teaching the antonyms and synonyms of a word such as generosity,
a teacher would be emphasizing which aspect of language(Answer)
semantics
3.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(Answer) vocabulary
4.Which conclusion was documented by the Hart and Risley (1995)
research team regarding the relationship between home language
exposure and later reading comprehension(Answer) The number of words
to which preschoolers are ex- posed predicts their vocabulary
knowledge at grade three.
5.Which of these is the least effective way to foster implicit learning of
the vocabulary students need for classroom success(Answer) providing<\/p>\n\n\n\n

1 \/ 2
LETRS Unit 3 Assessment
1.Which of the following is not one of the strands in Scarborough’s
Reading Rope(Answer) Guided reading
2.How can code-emphasis or phonics-emphasis instruction be used most
effectively(Answer) when organized around a logical progression of
pattern words that have been taught
3.Which word group might a teacher include in a lesson focused on
identi- fication of consonant blends(Answer) blink, frog, twist
4.Which word group might a teacher include in a lesson focused on
review- ing consonant digraphs(Answer) thorn, show, chase
5.In a complete phonics lesson of 30-40 minutes, which activity would
typically not be included(Answer) partner reading of a trade book of
high interest to the students<\/p>\n\n\n\n

LETRS Unit 8 Assessment
1.If a class is at grade level in reading achievement, what can the teacher
expect of the class’s writing achievement(Answer) Significantly more
students will be proficient in reading than in writing.
2.What is the main reason why writing is learned slowly and with effort
over a long time(Answer) Writing depends on many different motor,
language, memory, and cognitive abilities.<\/p>\n\n\n\n

    \n
  1. Which of the following teaching practices was not recommended in the
    review of research published by the Institute for Education Sciences
    (2012)?-
    : Emphasize the individual’s voice in a writer’s workshop model.
    4.What is the most important reason for teaching students how to
    form letters, spell, and punctuate(Answer) These skills enable better
    quality and longer compositions.<\/li>\n\n\n\n
  2. <\/li>\n<\/ol>\n\n\n\n

    1 \/ 2
    LETRS Unit 2 Assessment
    1.How is the word pl – ay divided in this example(Answer) onset-rime
    2.How many spoken syllables are there in buttered(Answer) 2
    3.How many spoken syllables are there in possible(Answer) 3
    4.What ability would students have who had attained advanced levels
    of phonemic awareness(Answer) They can read most grade-level
    words by sight
    5.Which teaching strategy would be most helpful for students who
    confuse the sounds \/f\/ and \/th\/ in their own speech(Answer) Have the
    student look in a mirror while describing and producing each sound.
    6.Which student is demonstrating the most advanced level of phonemic
    awareness(Answer) a student who reverses the order of sounds in
    perch to make chirp<\/p>\n\n\n\n

    LETRS Unit 6 Assessment
    1.Which of the following statements best describes an effective way to
    prepare students to listen to or read a text(Answer) Establish the purpose
    for reading the text and impart background knowledge.
    2.Which of the following describes a product of comprehension, rather
    than a process(Answer) verbalizing a summary or retelling of the text
    after reading
    3.Which of these statements is not true of students with specific
    compre- hension difficulties(Answer) They rely less on context to
    guess on the identity of the words.
    4.Students with greater background knowledge of a text’s topic are
    more likely to:: remember more of what the text actually says<\/p>\n\n\n\n

    1 \/
    LETRS Unit 1 Assessment
    1.What is one important distinction between the Four-Part Processing
    Model for Word Recognition and the Three Cueing Systems model?
    a.The Four-Part Processing Model emphasizes visual processes.
    b.The Three Cueing Systems model omits or obscures the role of
    phonology.
    c.The Three Cueing Systems model emphasizes the role of phonology.
    d.The Three Cueing Systems model omits semantic processing.
    2.Many students at risk for reading problems enter school without
    exposure to the acad- emic language used in books or preschool
    experience. These students are most likely to make progress closing
    the reading and language gap if their classroom instruction
    emphasizes which of the following?
    a.oral language comprehension and reading aloud
    b.attending to context, including semantic and syntactic cues
    c.matching students with interesting reading material
    d.both foundational reading skills and oral language development<\/p>\n\n\n\n

    2 \/
    3.A beginning first-grade student is able to segment and pronounce
    the first sound in a spoken word. He tries to guess at words by looking
    at the first letter only. When he writes words, he spells a few sounds
    phonetically, but not all the sounds. According to Ehri, this student is
    most likely in which phase of word-reading development?
    a.early alphabetic
    b.later alphabetic
    c.prealphabetic
    d.consolidated alphabetic
    4.A kindergarten teacher is having students listen to three spoken
    words and identify the two words that end with the same sound. The
    teacher is focusing on which language system?
    a.morphology
    b.phonology
    c.orthography
    d.semantics
    5.Considering the Simple View of Reading, what would be the BEST
    course of action for a third-grade teacher with concerns about several
    students who have not achieved fluency?
    a.Observe whether students are able to work on several subskills at
    once.<\/p>\n\n\n\n

    LETRS Unit 1 Session 7
    1.Once children are – which happens very early – they do not
    catch up unless intervention is intensive, timely, and well
    informed(Answer) behind<\/p>\n\n\n\n

      \n
    1. is a type of assessment that has the following
      characteristics; all students once per year, tests have time limits, silent
      and independent reading, passage comprehension, scores are reported as
      percentiles or NCE and states may develop their own or use
      National(Answer) Outcome<\/li>\n\n\n\n
    2. is a type of assessment that has the following
      characteristics; predict fluent reading by 3rd grade, word-reading abilities
      are strong pre- dictors of passage reading, selected students should
      receive more in-depth surveys of strengths and weaknesses, screening
      should be brief(Answer) Screening<\/li>\n\n\n\n
    3. is a type of assessment with the following characteristics;
      for- mative assessments, brief & measure progress towards a goal, forms<\/li>\n\n\n\n
    4. <\/li>\n<\/ol>\n\n\n\n

      LETRS Unit 1 Session 3
      \uf0d8 Accomplished readers skip over words when they read.\u2714\u2714\u2714 False
      \uf0d8 In the Simple View of Reading, you need to engage both word
      recognition and language comprehension for reading
      comprehension.\u2714\u2714\u2714 True
      \uf0d8 Our brains read to the left.\u2714\u2714\u2714 7 – 9 letters
      \uf0d8 Orthographic mapping\u2714\u2714\u2714 The mental process used to store words
      for immediate and effortless retrieval.
      \uf0d8 When taking a spelling test, we engage the\u2714\u2714\u2714 orthographic processor
      \uf0d8 The name for the mental dictionary in the phonological processing
      sys- tem.\u2714\u2714\u2714 lexicon
      \uf0d8 Used to match upper and lower case letters\u2714\u2714\u2714 orthographic
      processor<\/p>\n\n\n\n

      LETRS Unit 1 – Session 2
      1.Semantics: The study of word and phrase meanings and relationships
      2.Morphology: The study of meaningful units in a language and how
      the units are combined in word formation
      3.Discourse: Organizational conventions used in longer segments
      of oral or written language
      4.Phonology: The rule system within a language by which
      phonemes can be sequenced, combined, and pronounced to make
      words<\/p>\n\n\n\n

      LETRS Unit 1 Session 8
      1.Outcome assessments\u2714\u2714\u2714 Outcome assessments assess the overall
      effective- ness of instruction given to a large student population\u2014for
      example, all students within a state. These high-stakes, summative
      reading assessments are usually administered at the end of grade 3 or<\/p>\n\n\n\n

        \n
      1. Because they are often normed, they can show how an individual is
        doing relative to norms and help in comparing groups.
        2.Screening measures\u2714\u2714\u2714 Screening measures help predict which
        students are at risk for reading failure and how they are likely to
        perform on outcome assessments by measuring their performance
        against established benchmarks. Screening mea- sures, such as
        Acadience\u00ae Reading K-6 or AIMSweb\u00ae, focus on foundational skills
        and are administered several times a year in the early grades.
        Because they are brief, low-cost measures that provide extremely
        useful information, they are highly efficient.
        3.Diagnostic surveys\u2714\u2714\u2714 Diagnostic surveys inform teachers’ work
        with at-risk readers. This category includes informal diagnostics
        teachers use to assess stu- dents’ academic knowledge or skills in a<\/li>\n\n\n\n
      2. <\/li>\n<\/ol>\n\n\n\n

        LETRS Unit 1 – Session 5
        \uf0d8 Expert teaching focuses on . . .\u2714\u2714\u2714 the relevant subskills that enable
        a child to pass through each phase of reading development
        successfully and are tailored to the student’s strengths and
        weaknesses across the major components of reading.
        \uf0d8 Until the bank of known words has grown to several thousand, kindergarten and first-grade students will expend most of their mental effort on .
        .
        .\u2714\u2714\u2714 decoding.
        \uf0d8 The major subcomponents of reading in the SVR change in relative
        impor- tance . . .\u2714\u2714\u2714 between grades 1 and 8.
        \uf0d8 The ability to recognize many words by “sight” during fluent
        reading depends on . . .\u2714\u2714\u2714 phonemic awareness and the ability to
        map phonemes to graphemes.
        \uf0d8 Alphabetic learning requires progressive differentiation of both . .
        .\u2714\u2714\u2714 the sounds in words and the letter sequences in print.<\/p>\n\n\n\n

        \uf0d8 Phoneme-Grapheme Mapping\u2714\u2714\u2714 The matching of phonemes
        (sounds) in words with the graphemes (letters) that represent them.
        \uf0d8 Most students require lots of additional practice in second and third
        grade before they can read . . .\u2714\u2714\u2714 grade level passages with fluency
        and comprehension and reading has become automatic.
        \uf0d8 Name Ehri’s Phases of Word-Reading Development\u2714\u2714\u2714
        Prealphabetic, Early Alphabetic, Later Alphabetic, Consolidated
        Alphabetic
        \uf0d8 Prealphabetic Phase\u2714\u2714\u2714 No letter-sound awareness, guessing
        constrained by context or memory, cannot read text, and strings
        random letters together
        \uf0d8 Early Alphabetic Phase\u2714\u2714\u2714 Initial sound and salient consonants,
        constrained by context (gets first sound and guesses), confuses
        similar-appearing words, represents a few salient sounds (such as
        beginning and ending consonants), fills in other letters randomly,
        knows some letter names for sounds
        \uf0d8 Later Alphabetic Phase\u2714\u2714\u2714 Pronunciation of whole words on the<\/p>\n\n\n\n

        LETRS Unit 1 Session 6
        1.Distinguishing the cause of a reading problem is not always . A
        working about the causes can be made, but the most productive
        course of action for any as risk student is to them.\u2714\u2714\u2714
        possible, hypothesis, teach
        2.Among all English-speaking poor readers, at least to percent
        have trouble with accurate and fluent that often originates
        in weaknesses with processing.\u2714\u2714\u2714 70, 80, word recognition,
        phonologi- cal
        3.Word-recognition difficulties often co-occur with and
        problems.\u2714\u2714\u2714 fluency, comprehension
        4.Students who have primary difficulty with also have
        obvious trouble learning sound-symbol correspondences, sounding out
        words, and . The term . applies to this group.\u2714\u2714\u2714 word
        recogni- tion, spelling, dyslexia
        5.You can be and dyslexic.\u2714\u2714\u2714 gifted<\/p>\n\n\n\n

        6.Dyslexia is a specific learning that is neurological in
        origin.\u2714\u2714\u2714 dis- ability
        7.Dyslexic difficulties typically result from a deficit in the component of language that is often unexpected in relation to other cognitive
        abilities and the provision of effective .\u2714\u2714\u2714
        phonological, classroom instruction
        8.Secondary consequences may include problems in reading and
        reduced reading experience that can impede growth of and background knowledge.\u2714\u2714\u2714 comprehension, vocabulary
        9.Up to 25 percent who are poor at word recognition are slow at word
        reading and text reading but can and sounds .\u2714\u2714\u2714
        segment, blend, orally
        10.These students will words even after seeing
        them several times. They tend so spell but not accurately.\u2714\u2714\u2714
        sound out, phonetically<\/p>\n\n\n\n

        LETRS Unit 1 Session 4
        \uf0d8 A significant shortcoming of the Three Cueing Systems model,
        com- pared to the Four-Part Processing Model, is that it obscures the
        role of
        in word recognition.\u2714\u2714\u2714 orthographic processing
        \uf0d8 Which best describes the activity of the reading brain in proficient
        readers, compared to beginning readers?\u2714\u2714\u2714 It is more automatic.
        \uf0d8 Which of these does the language-comprehension component of the
        Reading Rope emphasize?\u2714\u2714\u2714 the importance of vocabulary
        development and of understanding language structures
        \uf0d8 The word-recognition component of the Reading Rope includes which
        subskills? Select all that apply.\u2714\u2714\u2714 Decoding, phonological awareness,
        sight recog- nition.
        \uf0d8 Good readers do not require a large storehouse of sight words in
        their memory if they have highly developed phonographic skills.\u2714\u2714\u2714
        False<\/p>\n\n\n\n

        LETRS unit 1 session 1<\/p>\n\n\n\n

          \n
        1. According to the 2015 National Assessment of Educational Progress,
          what percentage of fourth-grade students have scored “basic” or “below
          basic” in reading?
          a. 33% of students nationally, equally split among white, AfricanAmerican, and Hispanic students
          b. 23% nationally, with African-American and Hispanic students making
          up a disproportionate amount
          c. 50% nationally, with white students making up a disproportionate amountd. 64% nationally, with African-American and Hispanic students making up
          a disproportionate amount\u2714\u2714\u2714 d. 64% nationally, with African-American
          and Hispanic students making up a disproportionate amount<\/li>\n\n\n\n
        2. Reading comprehension is not a single construct. Rather, the ability to
          understand what you read relies on multiple components. Once readers
          become more skilled in word recognition, which of the following
          components increase in their importance?
          a. spelling and phonemic awareness
          b. orthographic knowledge and background knowledge
          c. cognates and syllable awareness
          d. background knowledge and vocabulary\u2714\u2714\u2714 d. background
          <\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"

          LETRS Unit 7 Assessment1.How should the balance of instructional time spent on foundationalread- ing skills and language comprehension between first grade and thirdgrade for typical learners(Answer) The time spent on foundationalreading skills should skift from about 40% in first grade to 20% in thirdgrade.2.What criterion would be most relevant for selecting high-quality texts forreading aloud […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[25],"tags":[],"class_list":["post-120989","post","type-post","status-publish","format-standard","hentry","category-exams-certification"],"_links":{"self":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts\/120989","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/comments?post=120989"}],"version-history":[{"count":0,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts\/120989\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/media?parent=120989"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/categories?post=120989"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/tags?post=120989"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}