2023-2024 LETRS ASSESSMENT TEXT QUESTIONS AND CORRECT ANSWERS LETRS EXAM FINAL RATED, Exams of English Language

Download 2023-2024 LETRS ASSESSMENT TEXT QUESTIONS AND CORRECT ANSWERS LETRS EXAM FINAL RATED and more Exams English Language in PDF only on Docsity! 2023-2024 LETRS ASSESSMENT TEXT QUESTIONS AND CORRECT ANSWERS LETRS EXAM FINAL RATED A+ The language comprehension domain of the Reading Rope does not incorporate whichof the following  memorization Language comprehension becomes more important to reading success  after third grade Which of the following is an example of a reading comprehension product  answering a multiple-choice question The best time for teachers to guide students' thinking, as they construct a mentalmodel, is  before  reading,  during reading,  after reading True or False Reading comprehension is difficult to assess through formal testing alone.  true Which of the following is not a variable in interpreting reading comprehension testresults  state benchmarks in reading proficiency True or False Students who can answer multiple-choice questions about a passagewithout needing to read it are nonetheless exhibiting reading comprehension. false Behaviors that indicate problems with language comprehension include (select all thatapply)  -confusion about the main idea versus details of a story.  -inability to maintain focus.  -telling the events of a story out of order. Which of the following is not considered a strategy for informal observation of orallanguage comprehension  asking students yes or no questions about a text True or False Background knowledge is not necessary in order for students to develop adetailed schema.  false When preparing students to listen to or read a text, it is important to (select all thatapply)  -establish a purpose for reading.  -preview key vocabulary words.  -evoke or impart background knowledge true or false Raising or lowering the voice while reading aloud can help studentsdetermine what kind of punctuation a sentence needs.  true Which of the following should students be taught first  the specific jobs words are doing in sentences Which of the following is not correct A text may lack coherence if  it is short. The sentences They were asked to wait in the living room. They didn't. provide anexample of  ellipsis Which of the following words are examples of subordinating conjunctions Select all thatapply.  -because  -while Which of the following activities can be used to help students notice and interpretcohesive devices Select all that apply.  -Ask students to complete the unstated thought in sentences with ellipses.  -Ask students to find cohesive devices that explain why, when, or how somethingoccurred during a second or third reading.  -Circle conjunctions in a text True or False Teachers should not expect students to fully understand complex andcompound sentences containing conjunctions until fourth grade.  true Which of the following is not an example of narrative text  science textbook A child is normally able to explain character motives and internal states in a narrative bywhat age range  7-11 years Which of the following is not an element of story grammar  index Which of the following are features of informational text Select all that apply.  -often written in present tense  -logical format  -density of new ideas and concepts The topic sentence There are three main categories of clouds high clouds, mid clouds,and low clouds would introduce what kind of informational text  classification Which of the following statements best describes an effective way to prepare studentsto 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 comprehensiondifficulties  They rely less on context to guess at 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 mentalmodel of a texts meanings The students most likely to benefit from strategy instruction are those who (select allthat apply)  -are in grades four and above.  -have acquired good decoding skills but aren't familiar with a particular strategy. 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 isout of sequence  The teacher models the thinking process by thinking aloud. True or False Good readers tend to read on, even when the passage is not makingsense to them.  false Imagine what would happen if the polar ice caps melted is an example of what type ofquestion  creating Well-designed questions (select all that apply)  -are text-dependent.  -focus on the why and how of a topic. Which of the following is an example of elaborative questioning  Would you have reacted the same way the girl did How do you know that she liked her new home is an example of  implicit questioning. True or False Teaching comprehension can be accomplished by testing students withmultiple-choice questions after they've completed independent reading.  false Pivotal points to ask questions include places where (select all that apply)  -sentences connect to one another.  -meanings of new words become clear.  -students should grasp how the text's discourse is organized. What is the purpose of after-reading activities Select all that apply.  -They let students transform the information into a new format.  -They help students see reading as more than a chore.  -They check students' comprehension of key ideas. According to research, which practice is essential for building an enduring mental modelof a text  reading the text multiple times with varied purposes Which of the following is an after-reading activity  summarizing the main ideas from the text According to research, what macroprocesses help students own the information from atext  selecting, ordering, and transforming the main ideas Why are after-reading activities effective  They reinforce the structure and purpose of the text. Which of the following statements is true  Teachers should explicitly teach the text structure of both informational andnarrative texts. When should teachers introduce the purpose of a text  before the first read  -Dialects have rules for grammar and pronunciation.  -Dialect speakers often have difficulty translating speech into print. What is code switching  the ability to switch between a nonstandard dialect and Standard Englishdepending on the situation Which is a best practice when working with dialect speakers  Build language awareness so that students can code switch between their dialectand Standard English. How should the balance of instructional time spent on foundational reading skills andlanguage comprehension change between first grade and third grade for typical learners  The time spent on foundational reading skills should shift from about 40 percentin first grade to 20 percent in third grade. What criterion would be most relevant for selecting high-quality texts for reading aloudor for mediated 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, which ofthese 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 textsmeanings  What do we know about the characters so far If a high-quality, worthwhile narrative text has been read once, what is the mostappropriate activity students should do next  Complete a story frame that outlines major events. What is an effective way to help students construct a mental model of informationaltext  Pose queries during reading that ensure students are making the necessaryinferences. 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 ispresented. What is a helpful approach when working with a student who is a heavy dialect speakerand who is having trouble comprehending the language in a text  Explain the relationship between home language and school language infrequent, brief lessons. The teacher's job is to facilitate student's construction of the mental model of the text'smeanings.  productive struggle  constant blend two or three constants together, but they keep their own sound. phoneme-grapheme mapping matching sounds to letters spelling phonological awareness awareness of speech sounds Phonemic Awareness manipulate the sounds code switching speech can change based on circumstance or situation orthographic mapping making neurological connections between the sounds and letters in our brain sight vocabulary words we have already mapped, words we can recall what are the five essential components of reading  phonemicphonological awareness,  phonics,  fluency  vocabulary  comprehension Fricative  hissy sounds where the air is not stopped affricative  hissy sound that is stopped high frequency words  words that occur frequently, many cannot be decoded. · Analyzing - How did each bear react to what Goldilocks did · Evaluating - Why were the bears angry with Goldilocks · Creating - Do you know any other stories about boys and girls who escaped danger think questions  those that address large, universal concepts and often begin with Why Howcome I wonder Or they address large content areas. The answers to these questions are often long and involved and require further discussion and research thin questions  are those primarily asked to clarify confusion, understand words, or access objective content. Questions that can be answered with a number or with asimple yes or no fit into this category. wonder questions  questions are naturally generated by children as they explore the world aroundthem. Sometimes as teachers we stifle children's natural curiosity. Some questions can be answered; others cannot. The questioning is the purpose sincere questions  Questions we don't know the answers to ...  Questions we ponder and wonder about ...  Questions that require further research by both teacher and student ... assessment questions · Questions we know the answers to ... · Questions we ask in order to check or monitor our students ... Categorizing Questions · Questions that are answered in the text - A · Questions that are answered from someone's background knowledge - BK · Questions whose answers can be inferred (text + background knowledge, readbetween the lines) from the text - I · Questions that can be answered by further discussion - D · Questions that require further research to be answered - RS · Questions that signal confusion - Huh or Inferring bedrock of all comprehension. We are constantly reading the world including readingfaces, reading body language, reading expressions, and reading tone. Questions that lead to Inferential Thinking · What does Hold fast to dreams mean · Could Life is a broken-winged bird mean that life is sad and miserable · When dreams go, do you die · Is this about a dream, like a sleeping dream