ALL LETRS UNIT 3 SESSIONS 1-8 LATEST 2024 SESSION 1,2,3,4,5,6,7,8 GRADED A+ 100% CORRECT, Exams of English Literature

Download ALL LETRS UNIT 3 SESSIONS 1-8 LATEST 2024 SESSION 1,2,3,4,5,6,7,8 GRADED A+ 100% CORRECT and more Exams English Literature in PDF only on Docsity! ALL LETRS UNIT 3 SESSIONS 1-8 LATEST 2024 SESSION 1,2,3,4,5,6,7,8 GRADED A+ 100% CORRECT Table of Contents LETRS Unit 3 Session 1 .................................................................................................................................. 1 LETRS Unit 3 session 2 .................................................................................................................................. 3 LETRS unit 3 session 3 .................................................................................................................................. 4 LETRS Unit 3 Session 4 .................................................................................................................................. 5 LETRS UNIT 3 SESSION 5 ............................................................................................................................... 7 LETRS UNIT 3 SESSION 6 ..................................................................................................................... 7 LETRS UNIT 3 SESSION 7 ..................................................................................................................... 8 LETRS UNIT 3 SESSION 8 ..................................................................................................................... 9 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. b. knowing its part of speech. c. the ability to blend phonemes and graphemes quickly. d. previous knowledge of sight words. 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): a. an awareness of the individual speech sounds in spoken syllables and the ability to consciously manipulate these sounds. b. the system of phoneme-grapheme correspondences that are the basis for an alphabetic orthography. c. an essential component (one of the five pillars) of effective reading instruction. d. a strategy for decoding new words and storing them in orthographic memory. b. the system of phoneme-grapheme correspondences that are the basis for an alphabetic orthography. c. an essential component (one of the five pillars) of effective reading instruction. d. 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. a. emphasis on reading leveled texts individually b. use of decodable texts at the K-1 level c. a tendency toward more teacher-led instruction d. use of context (such as illustrations) to read words in texts a. emphasis on reading leveled texts individually d. 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? a. adding, substituting, or deleting phonemes in words b. individual silent reading c. timed reading of learned words Which of the following should be a major instructional focus for students at the consolidated alphabetic phase? Check all that apply. -Have students decode two and three syllable words -Have students learn to plan before writing, and compose according to the plan. LETRS Unit 3 Session 4 Knowledge of letter names in kindergarten is an excellent predictor of later reading success. true false true Students should establish a habit of trying to blend all the sounds in a word before they "adjust" or "flex" the pronunciation to make a real word. true false true Which activities are recommended to help students develop visual-motor skills before they learn to form letters? Select all that apply. a. tracing and drawing geometric shapes b. drawing circles and lines on sandpaper c. writing lines and circles with a pencil on paper d. skywriting in the air with large movements a. tracing and drawing geometric shapes b. drawing circles and lines on sandpaper d. skywriting in the air with large movements When teaching letter formation, which strategy can be used to group letters together for instruction? a. Work through the alphabet in order, teaching 5-6 letters at a time. b. Group letters with similar overall shapes and/or first strokes. c. Group letters that represent categories of sounds (e.g., vowels, stopped consonants). d. Teach frequently used letters like e and t first, gradually progressing to less often used letters like q and x. b. Group letters with similar overall shapes and/or first strokes. Which guideline(s) should teachers follow when choosing key words for sound-spelling cards? Select all that apply. a. Avoid words in which nasalization affects the way a vowel is pronounced, such as angry for /ă/. b. Avoid words that can have more than one meaning, like pen or run. c. Avoid words in which a consonant appears as part of a blend, such as stop for /s/. d. Avoid words with phonemes that sound like letter names, like empty (m - t). a. Avoid words in which nasalization affects the way a vowel is pronounced, such as angry for /ă/. c. Avoid words in which a consonant appears as part of a blend, such as stop for /s/. d. Avoid words with phonemes that sound like letter names, like empty (m - t). LETRS UNIT 3 SESSION 5 Word chain activities should use real words only. false Open sort activities are most appropriate for advanced students who already know how to look for an orthographic pattern. true About how many words should be used within a lesson to provide practice with a given sound-symbol correspondence? 15-30 Which activities provide direct practice working with word meaning? Select all that apply. a. word webs d. word classification Which activity is best for helping students distinguish between easily confused speech sounds such as /k/ and /g/? b. a word chain using minimally contrasting pairs LETRS UNIT 3 SESSION 6 Pattern words that are easy to read are also easy for students to spell. false