LETRS All Units 1-8 Compiled| Every Unit's Sessions| LETRS Complete Test Version 2024, Quizzes of Literature

Download LETRS All Units 1-8 Compiled| Every Unit's Sessions| LETRS Complete Test Version 2024 and more Quizzes Literature in PDF only on Docsity! LETRS Unit 1 Assessment Test Answered- 2022. b. The Three Cueing Systems model omits or obscures the role of phonology. - 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. d. both foundational reading skills and oral language development - Many students at risk for reading problems enter school without exposure to the academic 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 a. early alphabetic - 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 b. phonology - 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 d. Determine if the students need remediation in word recognition, language comprehension, or both. - 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. b. Verify that students have been engaged in independent reading at home for 20 minutes every day. c. Increase demand on students to improve their passage reading rate. d. Determine if the students need remediation in word recognition, language comprehension, or both. a. primary difficulties with phonology, decoding, and word recognition - In any first-grade classroom in a typical school in the United States, approximately one-third of students are likely to score in the "basic" or "below basic" range. The largest proportion of those students is likely to show which characteristics? a. primary difficulties with phonology, decoding, and word recognition b. primary difficulties with phonology only c. primary difficulties with automatic word recognition only d. primary difficulties with language comprehension only b. Reading problems can be treated as easily in third grade as in first grade. - Which of the following statements is FALSE with regard to an effective implementation of a multi- tiered system of supports (MTSS)? a. It is possible for 95 percent of kindergarten students to meet benchmark by the end of the year. b. Reading problems can be treated as easily in third grade as in first grade. c. Progress-monitoring assessments should be brief, curriculum based, and economical. d. Students can learn to read even if there is little help available at home. b. both regular and irregular words - . One important goal of beginning reading instruction is the development of a sight vocabulary that enables the student to recognize a word instantly, without having to decode it. What types of words should make up a student's sight word vocabulary? a. phonetically irregular words b. both regular and irregular words c. phonetically regular words d. high-frequency words b. They can predict which students are at long-term risk for reading failure. - What is the value of data provided by screening measures? a. They can demonstrate the reliability of test results on repeated administrations. b. They can predict which students are at long-term risk for reading failure. c. They can determine which students need a referral to special education. d. They can contribute to teacher evaluations. b. It is morphophonemic. - In comparison to other alphabetic languages, what feature of the English writing system makes English more difficult for young students to read and spell? a. It is syllabic. b. It is morphophonemic. c. It is a shallow orthography. d. It is phonetically transparent. Students with relative weaknesses in basic phonemic awareness are most likely to make progress if the teacher provides which practice? - asks students to look into a mirror while they describe the way that target phonemes are formed in the mouth Which student is demonstrating the most advanced level of phonemic awareness? - the student substituting a sound in a given word and saying the new word A student spells skin as sgin. What type of phonological error did she make? - substitution of a voiced for an unvoiced consonant Having students listen to a word, say it, and then mentally reverse the sounds in the word is an instructional activity that would be most appropriate for which students? - those who have mastered basic phonemic awareness How can phonics instruction be organized to be most effective? - around a preplanned progression through a logical scope and sequence Which word group might a teacher include in a lesson focused on identification of consonant blends? - plan, squirm, train Which word group might a teacher include in a lesson focused on reviewing consonant digraphs? - phone, throne, shown In the 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 what type of instruction? - blending 2-3 phoneme-grapheme correspondences within simple, one- syllable words 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 /s/ /swǐh/ /sw/ - /s/ What is the last sound in "switch"? /h/ /sh/ /ch/ /ǐtch/ - /ǐtch/ What is the vowel sound in "switch"? Choose your response. /ē/ /ī/ /ə/ /ĭ/ - /ĭ/ During reading, our eyes process each word letter by letter. true false - true How many letters does the eye normally take in at each fixation point before moving on to the next fixation point? a. five letters total b. however many letters are in each word c. 7-9 to the right and 3-4 to the left d. 3-4 to the right and 7-9 to the left - c. 7-9 to the right and 3-4 to the left The Four-Part Processing Model helps us understand _________________. a. which part of the brain handles word recognition b. how multiple parts of the brain must work together in order for word recognition to occur c. how multiple parts of the brain must work together in order for language comprehension to occur d. that reading comprehension is the product of word recognition and language comprehension - b. how multiple parts of the brain must work together in order for word recognition to occur The area known as the visual word form area or "brain's letterbox" is located in the _____________ lobe and is essential to the _____________ processor. a. frontal; phonological b. occipital; orthographic c. temporal; meaning d. parietal; orthographic - b. occipital; orthographic What are some symptoms of children who have trouble with phonological processing? Select all that apply. a. slow to blend sounds in words together b. keeping track of different definitions for multiple-meaning words c. difficulty remembering sounds for letters d. trouble spelling speech sounds for words - a. slow to blend sounds in words together c. difficulty remembering sounds for letters d. trouble spelling speech sounds for words LETRS Unit 1 Session 3 Quiz( set 2) Accomplished readers skip over words when they read. - False In the Simple View of Reading, you need to engage both word recognition and language comprehension for reading comprehension. - True Our brains read _________________ to the left. - 7 - 9 letters Orthographic mapping - The mental process used to store words for immediate and effortless retrieval. When taking a spelling test, we engage the - orthographic processor The name for the mental dictionary in the phonological processing system. - lexicon Used to match upper and lower case letters - orthographic processor Identifies the sounds in words - phonological processor "She found 3 bats in the trees." This helps you determine if she found a bird or a piece of sporting equipment. - context processor The study of phonology and orthography - phonics LETRS Unit 1 Session 4 (version 1) Processing systems responsible for word recognition - Phonological and orthographic processing systems Processing systems responsible for language comprehension - Meaning and context processing systems Automaticity - The ability to read quickly and accurately without conscious effort Three Cueing Systems Model - Model that overemphasizes the usefulness of context, pictures, and word meanings in word recognition (rather than deciding) LETRS Unit 1 Session 4 (Set 2) Both the phonological processor and orthgraphic processor systems are primarily responsible for - word recognition Both the meaning and context processor systems are primarily responsible for - language comprehension When novices first learn to _______, each component skill-recognizing letters, identifying and associating the sounds in words with those letters, and connecting words to their meanings- demands attention. - read Novice readers show greater activiation in the left _______ and left _______-______- ________ regions than skilled readers do because they must dismantle and recombine words step by step and sound by sound. - frontal, parietal-occipital-temporal At consolidated and ________ reading, it may seeem that proficient readers are reading "by sight" or recognizing words as wholes. - fluent When a good readers knows a ________ well, the brain recognizes the sounds, syllables, morphemes, and grammatical structure of the word. - word ___________ is the ability to read quickly and accurately without conscious effort. - Automaticity The ________ ____________ - ____________ proposes that word recognition depends on three linguistic cues that reside inside a text. - Three Cueing - System Three Cueing-System proposes - Graphophonic (Visual), Semantic (Meaning) and Syntatic (Sentence) The ______ - ________ Processing Model contrasts with the Three Cueing-System in several critical ways. - Four-Part The Four-Part Processing Model is support by modern ________ science, the phonological processing system is distinct form the orthographic processing system. - brain The Three Cueing-System Model fosters dependence on pictures, pre-reading, memorization and context - these are strategies that _____ readers rely on. - poor Later reading fluency _______ on early mastery of associations between letters, letter patterns, and speech sounds. - depends The 5,000 most common words in English, comprise _____ of all text. - 90% While many teachers may believe that poor comprehension is the primary issue for poor readers, the majority of those students have underdeveloped skills in _________ _________ ________ (3 words) and automatic ________ _________ (2 words). Consequently, these students do not have the attentional resources available to _________ _________(2 words). - advanced phonemic awareness, word recognition, comprehend text LETRS Unit 1 Session 5 (version ii) The learning processe of beginning readers ______ from the reading processes of proficient readers. - differ For a student just learning how to read, the ability to ______ and _______ words accurately is of paramount importance. - decode and read Kindergarten and First grade spend most of their time decoding, until the bank of known words has reached a _________ to several _________. - thousand to several thousand Passage reading comprehension tests, at this level, almost entirely measure the ability to read ________ words accurately. - single By fourth grade the picture has changed. Learning to read becomes reading to _______. - learn As students progress, comprehension of text is increasingly accounted for by _________ _____________, background knowledge, and the upper strands of the Reading Rope. - Language Comprehension Foundational skills of word recognition (_________, ____________, _________ and _________) should be priorities for reading assessment and instruction early in the development. - phonology, letter naming, phonics and word attack Prealphabetic, Early Alphabetic, Later Alphabetic and Consolidated Alphabetic are phases of ________ Word-Reading Development. - Ehri's Incidental visual cue; general concepts of print are part of which of Ehri's phases? - Prealphabetic Letter names and some letters sounds as well as syllable, onset-rime and initial phoneme matching are part of which of Ehri's phases? - Early Alphabetic Start of automatic sight word recognition, initial set of phoneme-grapheme correspondences and segmentation and blending of 3-4 phoneme words are part of which of Ehri's phases? - Later Alphabetic Automatic sight word recognition, phonograms (word families), syllable patterns, morphemes, and deleion, substitution, reversal of phonemes are part of which of Ehri's phases? - Consolidated Alphabetic Progress in an ___________ system occurs only if children learn how letters and sound are connected. - alphabetic _________ - ____________ mapping is the matching of phonemes (sounds) in words with the graphemes (letters) that represent them. - Phoneme-grapheme Rote learning of visual features of a word; no ________- ________ awareness is a characteristic of the Prealphabetic Phase. - letter-sound A child reads unfamiliar words by ________ or memory of text in the Prealphabetic Phase. - context Prealphabetic readers are dependent on context... they ________ read the text. - cannot Prealphabetic students strings letters together and assigns meaning without representing ________ in words. - sounds Partial use of letter-sound correspondence: ________ sound and salient consonants are characteristics of Early Alphabetic Phase readers. - initial Early Alphabetic students read unfamiliar words with context; gets first sound and ________. - guesses Early Alphabetic students often confuse _______ appearing words. - similar Early Alphabetic spellers represents a few salient sounds (beginning/ending consonants); fills in other letters ________; knows some letter names for sounds. - randomly Pronunciation of ________ words by complete phoneme-grapheme mapping is characteristic of the Later Alphabetic Phase. - whole Later Alphabetic students have full use of phoneme-grapheme correspondence; blends all sounds left to right; begins to use ________ to known patterns. - analogy _________, unitized reading of whole familiar words is increasing in the Later Alphabetic Phase. - Rapid Later Alphabetic spellers are phonetically ________; beginning to use conventional letter sequences and patterns; sight-word increasing. - accurate Reading by phonemes, _____________ units, morpheme units and whole words is a characteristic of the Consolidated Alphabetic Phase. - syllabic Students in the Consolidated Alphabetic Phase use sequential decoding; notices _________ parts first, reads by analogy to similar know words. - familiar Consolidated Alphabetic readers remembers ___________ words; analogizes easily and associates word structure with meaning. - multisyllabic Consolidate Alphabetic spellers have word knowledge including, language of origin, morphemes, syntactic role, ending rules; ______, _______ and ______ forms. - prefix, suffix and root The concept that letters are used to represent individual phonemes in the spoken word. - Alphabetic Principle Children in the prealphabetic phase need to learn that words are made of individual _______ sounds. Alphabet letter names and forms should also be practiceed to the point of automatic retrieval. - speech. A child in the early alphabetic phase may _______ words with similar letters (house and horse). - confuse Students at the later alphabetic phase will write fairly complete and ____________ phonetic spellings, representing all sounds in shorter words (even if not accurate). The aim is to free up "desk space" for comprehension. - reasonable Students at the Consolidated Alphabetic phase (2nd or 3rd grade) map ________ to sound with ease and acquire a large vocabulary by reading and hearing them. - symbols After two months of daily, systematic instruction in how to match graphemes and phonemes, students learn to sound out words, as measured by reading phonically regular ___________ words. - nonsense The majority of students with poor comprehension have underdeveloped skills in ______________ phonemic awareness (sound substitution, reversal and deletion). - advanced Specific Skills for ____________ include; silent passage reading with comprehension, oral passage reading fluency, maze passage reading and spelling real words. - Consolidated Alphabetic Skills. LETRS Unit 1 Session 7 Once children are ___________ - which happens very early - they do not catch up unless intervention is intensive, timely, and well informed. - behind __________ 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. - Outcome __________ is a type of assessment that has the following characteristics; predict fluent reading by 3rd grade, word-reading abilities are strong predictors of passage reading, selected students should receive more in-depth surveys of strengths and weaknesses, screening should be brief. - Screening _________ is a type of assessment with the following characteristics; formative assessments, brief & measure progress towards a goal, forms allow for frequent administration, given 1-3 weeks and determine effectiveness of instruction. - Progress Monitoring __________ is a type of assessment with the following characteristics; given only to students at risk, longer than screening test, detailed information about student mastery and inform instruction and aspects of treatment. - Diagnostic Survey _________ - ____________ tests refers to standardized tests that are designed to compare and rank test-takers in relation to each other. - Norm - referenced _______ _________ are used to predict who is most likely to pass the high-stakes outcome tests given at the end of each grade. Examples are; letter-naming, phoneme segmentation, grapheme-phoneme correspondence, word reading lists, nonsense word reading, spelling and phonetic spelling accuracy, oral passage reading fluency (mid 1st) and Maze passage reading (3rd and beyond). - Screening Measures _______ _______ with questions is a good early indicator of language comprehension. - Read Aloud Valid measure actually measures what was intended is called.... - construct validity Valid measures that corresponds well to other known measures is called... - concurrent validity Predicts with accuracy how students are likely to perform on an accountability measure is called... - predictive validity LETRS Unit 1: Session 8 Outcome assessments - Outcome assessments assess the overall effectiveness of instruction given to a large student population—for example, all students within a state. These high-stakes, summative reading assessments are usually administered at the end of grade 3 or 4. Because they are often normed, they can show how an individual is doing relative to norms and help in comparing groups. Screening measures - 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 measures, such as Acadience® Reading K-6 or AIMSweb®, 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. Diagnostic surveys - Diagnostic surveys inform teachers' work with at-risk readers. This category includes informal diagnostics teachers use to assess students' academic knowledge or skills in a particular area (e.g., a developmental spelling inventory or handwriting sample), as well as formal, specialized testing used to determine whether a student fits the criteria for a specific developmental disorder (e.g., an assessment to determine whether and where a child falls on the autism spectrum). Progress-monitoring tests - Progress-monitoring tests inform instruction by telling how well instruction is working—that is, how at-risk students are responding to instruction. These formative assessments, typically administered every 1-3 weeks, focus on specific targeted skills. Teachers can use them to determine the effectiveness of a given program or approach. Many screening measures can be considered diagnostic since they provide extremely detailed data about a students skills in particular literacy domains. - true or false If a student needs work on phonics and decoding, what kind of informal diagnostic assessment would provide the most useful information on how to help this student with these skills? - a. a spelling inventory to show which features of English spelling the student has mastered b. a word-reading survey to show which sound-symbol correspondences the student knows and which ones still need practice c. a vocabulary test to show student understanding of word meanings in context d. a test of reading comprehension to show how well the student can answer questions about a grade-level text Which of the following is not an area of inquiry to include in a comprehensive diagnostic assessment of a potential reading disorder? - a. spelling b. handwriting c. single-word decoding d. social interactions Which of these literacy skills have students typically mastered by the end of third grade? Select all that apply. - a. advanced phonemic awareness b. Greek-derived morphemes c. inflectional morphology d. fluent recognition of word families (rime patterns) Cody is in first grade. He almost never raises his hand to participate in class discussions. When called on, he replies very briefly. He tends to use vague words like stuff and rarely uses full sentences. During decoding exercises, he reads words accurately and easily recognizes common patterns; he is a good speller. When he reads stories aloud, he reads fairly accurately but in an expressionless monotone. Which assessment would be most likely to yield valuable information about Cody? - a. administering a phonics survey b. reading a story to him and having him orally retell it c. examining samples of his writing d. administering a timed oral reading fluency assessment If a student obtains a low score on a test of rapid automatic naming (RAN), what is the teacher's best course of action? - Continue to develop phonological awareness at the appropriate levels. Which phonological awareness activity would be most appropriate for early kindergarten students in Ehri's prealphabetic phase? - recognizing the rhyming words in "Hickory Dickory Dock" Which of the following is most likely a symptom of a problem with phonological working memory? - forgetting the words when asked to repeat a sentence A second-grade student is given a test that measures simple phoneme segmentation and blending and does well. However, when given the PAST, he can't perform advanced phonemic awareness tasks. What would be the best skills for him to practice based on these results? - sound deletion, substitution, and reversal If a student in first grade (or later) often confuses words like bed and bad, pest and past, and pen and pan during spelling, what skill practice would be most appropriate? - discriminating phonemes /ě/ and /ă/ As a general guideline, the optimal amount of time to spend on teaching phonemic awareness to normally progressing kindergarten or first-grade students is: - 5-10 minutes daily for about 20 weeks. 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 single- syllable 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 Unit 2 - Session 3 Phonemic Awareness is ________ for learning to read and write in any alphabetic writing system. - critical _____________ tests given to Kindergarten and First grade students have the best predictive validity if they include measures of phoneme segmentation, phoneme manipulation, or phoneme representation in phonetic spelling - Screening Screening measures are quite _________ at identifying students at risk if they combine phonemic awareness with letter-name knowledge, letter-sound association, and vocabulary. - accurate Measures of advanced phonemic awareness are better ________ of reading difficulties from second grade onward. - predictors Whole class instruction that includes phonemic awareness training for a few minutes per day, several days per week, is one of the best ________ for future reading failure. However, instruction must be linked to explicit phonics instruction (letter-sound correspondences) to benefit young learners. - antiodotes Most at risk students will benefit from _____________ teaching of phonological skills. - explicit The _____________ principle is the concept that English uses graphemes to represent phonemes. - alphabetic ________________ refers both to the sytstem of correspondenc between print and sound AND the approach to reading and spelling instruction. - Phonics After age _______, learning the phonology of a new language becomes more challenging as brain circuitry for the production of sounds in a known language is already established. - five LETRS Unit 2 Session 4 T/F In many instances, two different consonant phonemes in English are formed the same way in the mouth, but one is voiced and the other is unvoiced. - True T/F Adults often miscount the number of phonemes in a word because they tend to recall how a word looks in print and count the letters, not the sounds. - True Which of the following sounds is an affricate, meaning it combines features of fricatives and stops? a. /k/ b. /ng/ c. /ch/ d. /zh/ - C. /ch/ Which of the following pairs are consonant sounds that students frequently confuse? Select all that apply. a. /t/ and /d/ b. /f/ and /p/ c. /m/ and /n/ d. /z/ and /l/ - a & c Which of the following misspellings is phonetically accurate and does not indicate phonemic confusion? Select all that apply. a. writing "fan" for van b. writing "butn" for button c. writing "chow" for show d. writing "kitn" for kitten - b & d Unit 2 - Session 4 the Consonant Phonemes of English? Phonemes are coarticulated or __________ together in words; sometimes sounds that blend into one another are difficult to separate. - smushed Because of ________________, individual phonemes are pronounced somewhat differently depending on the speech sounds before and ater them. - coarticulation The slightly different pronunciation of a phoneme, depending on its place in a word is called... - Allophonic variation Adults pay more attention to print than they do to speech once they have stored a word in the brain's visual word form area or __________, they tend to recall how the word looks in print and count letters, not sounds. - letterbox Teachers have learned different ways of ___________ sounds that are often inaccurate. - classifying Phonemes are distinguished from each other by the placement and action of the _______, ______ and ________ during articulation. - lips, teeth and tongue The three ___________ of sounds; continous or stop, voiced or unvoiced and nasal. - distinctions Young ______________ with underdeveloped phonological awareness often confuse the speech sounds that share features. - students Students can be directly taught to identify phonemes by directing their attention to what the _________ is doing and given them lost of practice "hearing" the differences among similar sounds. - mouth _____________ are formed with the obstruction of breath by the lips, teeth and tongue. - Consonants English has _____ consonant phonemes. - 25 Consonant phonemes are described by thier _______ and _________ of articulation. - place and manner _____________ of consonant phonemes are stops, nasals, fricatives, affricates, glides and liquids. - Categories In which group of words does a tounge flap create significant differences between American and British pronounciations? - cattle, city, metal LETRS Unit 2 Session 7 Students in Ehri's prealphabetic phase need instruction in basic oral language skills before manipulating phonemes. - True Sound chaining should begin with substituting the middle sounds and end sounds in a word, as these are most difficult. - False Which of the following principles are important for teaching phonological skills in particular? Select all that apply. - a. Focus students' attention on speech sounds before focusing on letters. Include all English phonemes Which activities work with students at the early phonological awareness level? Select all that apply. - having students identify rhyming words in texts you read aloud saying a two-syllable word, then asking students to delete one syllable and say the word that results having students clap or tap to count the syllables in a word you say . A colleague is going to start beginning sound chaining activities with students at the basic phonemic awareness level, using colored blocks to represent sounds. What is the most important guideline to follow? - Have students add, change, delete, or move only ONE sound at a time. Some Kindergarten and First Grade students should start with the most basic ____________ listening, speaking and word awareness skills are not ready to start with manipulation of individual phonemes. - preparatory __________________ readers according to Ehri's phase should begin with basic preparatory listening, speaking and word awareness. - Prealphabetic Some young students may be novices with ___________ preliteracy experience, dyslexic, or language delayed. They typically; score below benchmark on DIBELS, FSF and PSF, do not attend to sounds, not aware of segmentation, onset-rime or syllables, cannot recognize rhyme, limited experience with books. - insufficient ______________ phase students who are ready to focus on basic phonemic awareness according to Ehri, typically; score below benchmark on DIBELS, FSF and PSF, may not identify all the sounds of English, cannot identify individual phonemes, guess at words, trouble remembering words, spelling is not phonetically accurate. - Early Alphabetic ______________ phase students should master advanced phonological skills; manipulate sounds during deletion tasks, sound out new words, automaticity with sight vocabulary, say syllables or sounds in a word, recall words for spelling, pronounce similar words, such as pacific and specific. - Later Alphabetic A typical _____ year old should have the skill of responding to rhyme and alliteration during word play. - 4 A 4 year old can use this task to practice appropriate skills; ________ rhyming words or alliterative phrases in familiar storybooks or nursery rhymes. - reciting A typical _______ year old should be able to have rhyme recognition; odd word out; clapping, counting syllables, match words with the same first sound. - 5 A 5 year old can use this task to practice appropriate skills; Which _______ rhyme?, Do Mary and Martha starte with the same sound? - words A typical ______ year old should have the ability to distinguish and remember separate phonemes in a series, blending onset and rime, segment and pronounce the initial sound of a word. - 5.5 A 5.5 year old can use this task to practice the appropriate skills; Show sequences of _________ phonemes with colored blocks, Whay word? th-umb, Say the first sound shoelace /sh/. - single A typical _______ year old should have the ability to delete syllables, delete part of a compound, onset-rime blending, phoneme segmentation, simple syllables with 2-3 phonemes (no blends). - 6 A 6 year old can use this task to practice the appropriate skills; say parsnip. Say it again but don't say par, /sh/ - op (shop), say each sound in the word as you move the ______ /sh/ -/e/, /m/-/a/-/n/ - chip A typical ________ year old should have the ability phoneme segmentation up to 3-4 phonemes, phoneme substitution to build new words, extracting and pronouncing beginning, final and medial phonemes. - 6.5 A 6.5 year old can use this task to practice the appropriate skills; say separate phonemes while you ______ the sound: /b/-/a/-/ck/, change the /j/ in cage to /n/. Say the last sound in milk. - tap A typical _____ year old should be able to sound deletion, initial and final position, sound substitution in words with 5-6 phonemes. - 7 A 7 year old can use this task to practice appropriate skills; say meat. say it again with /m/. ________. What sound have I changed? Shrink, shrank - Listen Unit 2 - Session 7 Phonological Skills A typical ______ year old should be able to sound deletion initial and finally position, including blends. - 8 An 8 year old can use this task to practice appropriate skills; Say prank. Now say it again ___________ the /p/. - without A typical ________ year old should be able to sound deletion, medial and final blend position, phoneme reversal, phoneme chaining. - 9 A 9 year old can use this task to practice appropriate skills; Say snail. Say it again without /n/, Say smoke. say it again without /m/. Say safe. Say the first sound last and the last sound first. (face). Use colored blocks to shw addition, deletion, substitution, and resquencing of ________ from one to the next. - sounds Early Phonological Awareness include; read aloud, rhyme judgement, rhyme matching, alliteration, syllable blending-deletion-counting, initial sound matching, onset-rime division and manipulation, rhyme production. - Pre K or beginning Kindergarten Basic Phonemic Awarenss include; What sound?, Final sound matching, blending phonemes, Initial and Final Sound Substitution, middle vowel substitution, tracking sounds changes with colored blocks (beginning sound chaining). - Grades K -1 Advanced Phonemic Awareness include, blending longer words, longer sound chains (three sounds, one to three sounds, Blend (CCVC, CVCC), minimal pairs, sound deletion, sound reveral, syllable and affix substitution and deletion and pig latin - Grades 2-3 LETRS Unit 2 Session 8 T/F Assessing phonological skills is almost never appropriate after a child has completed first grade. - False T/F Phonemic awareness is difficult to measure directly as an isolated skill. - True 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 sound- symbol 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 likely to progress with instruction focused on: - blending and reading words such as at, an; mad, man; and it, sit, bit What is the best key word to put on a sound-symbol card to teach short e, /ĕ/. - echo 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 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 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 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. 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 A student attends to books read aloud, ______ and _________ questions, and retells what the reading is about; Browse text and predict before reading. - asks and answers A student understands the _________ of classroom instruction; Differentiate question words (who, what, when, where, why, how); ask and answer questions. Retell or summarize what was read. - language A student writes simple sentences to ____________; participates in shared writing; composes orally and attempts new spellings; Begin to spell high-frequency words accurately and to spell regular words by sound. - dictation A student can spell words ______________, with all the speech sounds represented (letter name spellings still common); Increase knowlege of rime patterns, word families, "choice" spellings for consonants, and most common spellings for all vowel sounds. - phonetically A student shows knowlege of letter ______________ and orthographic constraints; Read and spell blends and diagraphs. - patterns A student is learning the most common _______ words for reading and spelling; Read and spells words with short vowels, vowel-consonant-e, and inflections such as -ed, -s, - ing. - sight A student is starting to chunk common ____________ and letter sequences - such as - ing and -ack-and to read by analogy; Learn vowel teams and vowel-r patterns. - syllables A student can read decodable text, although not ___________; 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. - fluently A student can generalize phonics skills to ___________ words, then uses context as backup; Increase accuracy and automaticity with high-frequency words and regular words for reading. - unknown A student is increasing __________ in passge; Decode two-syllable and three-syllable words, using most common syllable division principles. - fluency A student recognizes more than 200 _________-______________ words by sight; Increase speed to 60-90 words per minute with independent reading material (95% correct). - high-frequency A student uses context to fully identify the ____________ 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. - meanings A student can employ beginning comprehension ___________ - browsing, anticipating, questioning, clarifying, retelling and summarizing - with teacher support; Deepen awareness of different genres-narrative and expository-and how they are organized. - strategies A student can ____________ readable compositions with capitals, end punctuation, and most words spelled correctly or phonetically; Plan before writing and stick to the plan. - compose If students are lacking basic phonemic awareness, it is likely that their needs fit the profile of _____________ learners. - prealphabetic 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 __________ ________________ learners. - early alphabetic 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 _________ ____________ phase. - later alphabetic 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 ___________ __________ phase. - consolidated alphabetic One of Ehri's most important points is that sight word learning - fast recognition of words - is _____________ by and correlated with phonic knowledge, or the ability to match phonemes and grapheme rapidly and accurately. - facilitated The most direct way to measure automatic recognition of real words is with graded lists, read under ________ and _________ conditions. - timed and untimed LETRS unit 3 session 3 When students are "graduating" to the next Ehri's phase, 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, reguardless 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 Which is the best way to assess students' ability to recognize real words in print? - Have students do timed and untimed readings of regularly spelled nonsense words and real words; check that they can recognize words within two seconds. 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 Decoding - The ability to translate a word from print to speech, usually by employing knowledge of sound symbol correspondences; also the act of deciphering a new word by sounding it out. Graphemes - A letter or letter combination that spells a phoneme; can be one, two, three, or four letters in English (e.g., e, ei, igh, eigh). Scarborough's Reading Ropes identify 3 major strands or sub skills that contribute to printed word recognition. What are they? - Phonological awareness, decoding, and word recognition Orthography - A writing system for representing language. True - To know what the word actually says, the reader must look closely at all the letter sounds and recode them into sound and sense What is word study? - The point of learning to decode by Phil's and to recognize orthographic patterns What is the goal of word study? - To develop automatic recognition of words we've seen before and recall word spellings for writing. Example: word specific knowledge like bare and bear and your, you're. irregular words - A word whose spelling or pronunciation does not conform to the system of sound-symbol correspondences or syllable patterns Explain the 4 part processing model - Context to meaning, meant to phonological and orthographic When students' abilities to read real words are tested with lists, using a timer, the ___________________________strand of the Reading Rope is being assessed - Sight recognition True or false: the letter x is the only letter that stands for two phonemes, /k/ and so/ and occasionally /g/ and /z/. - True ______________ 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. - Advantages Early Kindergarten students need daily experiences with hands on _______________ such as alphabet puzzles; shapes for letter building, sand tracing, whipped cream, sandpaper or templates for matching wooden or plastic letter shapes. - manipulatives Before asking young children to hold a pencil and control it in a small space, teachers by writing large objects or _________ shapes. - tracing Young learners need __________ guidelines to learn differences between tall letters, short letters and letters below the baseline. - spatial When children learn to write individual letters, they are developing both _____________ (hand movement) and ________________ (letter recognition) skill. - graphomotor and orthographic Effective teaching for writing includes; ___________ descriptions and verbal coaching and showing model letters with numbered __________ indicating the sequence of strokes. - verbal; arrows These letters require a ________________ circle; a,c,o,d,g,q. - counterclockwise These letters require a _______________ first line; b,f,h,l,j.i,k,m,n,p,r,t,u - downward These letters with _______________ lines and diagnols; e,s,v,w,x,y,z - horizontal The ____________ of every instructional sequence is accurate, automatic word recognition, and/or recall of specific words for writing. - goal Teachers should follow a ____________ to teach new correpondences explicitly. - routine It is __________________ to ask students to write lengthy compositions by hand before they have automatized good letter-formation habits. - counterproductive ___________________ procedures are best introduced in phonics lessons using simple CVC words (e.g., sun, mop, red) that do not have blends. - Blending Encourage students to begin to blend words silently or in a __________ before saying the whole word aloud. - whisper 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 Unit 3 - Session 5 What Kind of Practice is Necessary? To reinforce the mental habit of using _________ ____________ skills, each lesson should provide practice reading between 15-30 words that have the sound-symbol correspondences that the students has been taught. - phonic decoding Sounds and graphemes must be processed to commit a word to _____________. - memory In a ________ sort, the teacher tells the students how to sort the words and procives the names of the categories. Closed sorts are more structure than open sorts and are excellent for guided practice of a concept that has been taught. - closed ________ sorts are open-ended and therfore more difficult than closed sorts. Not all words fit into the specified categories; some fit in doesn't belong. - Open It is important to be clear whether students should sort words by sound _____________ or spelling _______________. - pattern ______________ __________ is a good way to reinforce the idea that some graphemes are used only at the ends of words. - Word building The purpose of a _______ _______ is to give students practice recognizing subtle differences between and among similar-sounding words. Should differ in only one phoneme. - word chain __________ __________ are groups of words that share recurring rime unit, meaning the vowel and what follows in a syllable. - Word families Some words have ____________ ______________ which facilitates word recognition, so it is important to teach word meanings to beginning readers. - multiple meanings Learning multiple meanings of words ________ up the word retrieval and word recognition and contributes to both vocabulary development and reading fluency. - speed Words in ______ are helpful for beginning readers. - context _____________ _____________ activities in which students must decide if words belong in the same meaning category are also productive for both building the mental dictionary and reinforcing decoding skills. - Word classification LETRS UNIT 3 SESSION 6 Pattern words that are easy to read are also easy for students to spell. - false Sentence dictation routines should include reminders about basic writing conventions (e.g., capitalization, end punctuation). - true Which is the best definition of the term sight words? - b. any words a reader can recognize instantly and read A teacher groups the following words on a word wall: mind, kind, find, bind, and rind. What do the words have in common? Select all that apply. - b. They share a spelling pattern. c. Their spellings are somewhat irregular. How often should teachers introduce students to new irregular, high-frequency words? - b. three to five times per week Unit 3 - Session 6 How Can Spelling Be Taught Using Dictation? Unit 3 - Session 8 Basic _________ identified as the drivers of assessment and instruction practices; who needs help?, what kind of help do they need? Is the help helping?, if not, what needs to be changed? - questions The main ______ of schooing is on the measurable components of academic skill development and how to teach them most effectively. - focus Diagnostic considerations are always important, but implementing instruction al all ______ must be everyone's primary concern. - tiers Systematic, cumulative, explicit instruction is the ____________ to reading failure. - antidote ________ came about because of the evidence that early identification and intervention are critical for students at risk. - RTI Even when regular classroom instruction (Tier 1) is effective, at least _________ percent of the students are still likely to need either small group (Tier 2) or intensive (Tier 3) instruction. - 20 Core instructional programs with cumulative and comprehensive skill development of all the critical strands of the ___________ _________ provide structure and a set of resources for teachers. - Reading Rope 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 Which word chain would be the easiest one for students just beginning to learn word chaining? - pop, cop, mop, top, hop Word chains using minimally contrasting pairs can be done as a teacher-led activity, group work, or an independent practice activity. - False Which chain shows a progression of minimally contrasting pairs? - bud, bug, bag, big, pig, pug What reading skill is developed by working with word families? - the ability to process "chunks" of words (common rimes) Which group of words below is a word family? - cane, pane, lane, mane, Shane Choose the word that works best with this sample word chain: chat, _____, map, gap. - mat Choose the word that works best with this sample word chain: mop, _____, ship, lip - shop Which of the following word chains is NOT appropriate for instruction? - met, pen, hen, bun, ton Which of the following word chains IS appropriate for instruction? - top, mop, map, tap, tip 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 give sound-symbol correspondence? - 15-30 Which activities provide direct practice working with word meaning? - word webs and word classification Which activity is best for helping students distinguish between easily confused speech sounds such a /k/ and /g/? - word chain using minimally contrasting pairs Nearly all high-frequency words in English are irregular. - False Good instruction primarily emphasizes teaching irregular high-frequency words. - False Pattern words that are easy to read are also easy for students to spell. - False Sentence dictation routines should include reminders about basic writing conventions (capitalization and end punctuation). - True Which is the best definition of the term sight words? - any words a reader can recognize instantly and read How often should teachers introduce students to new irregular, high-frequency words? - three to five times per week Which text type includes phrases repeated frequently with only one or two words that change? - Predictable Which text type includes words often seen in text, regardless of what patterns have been taught? - high-frequency Which text type mainly includes words that follow patterns previously taught in phonics lessons? - Decodable Which text type does NOT support weak readers' skills even though students are often assigned it based on tests? - Leveled Asking questions during reading is not recommended, because this is can distract students. - False Leveled texts are ranked on objective readability criteria, gradually becoming more difficult as students progress through the levels. - False If a teacher follows a systematic process for transferring phonics skills to text, it's reasonable to expect students to read a decodable passage independently after a week of instruction. - True A school library has available a series of lavishly illustrated predictable texts written in verse. What are the most appropriate ways to use these in the classroom? - Use them as teacher read-alouds to enhance oral language and comprehension skills. Students are reading a decodable text that uses only pattern words or high-frequency words students have been taught. What level of reading accuracy is reasonable to expect? - 95% Over the course of a week of phonics instruction, which step in the Transfer to Text Process is the first that can be phased out? - Practice reading skills words in isolation before reading them in a passage. 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 Word Study Focus (Anglo-Saxon Layer); Sound-symbol (Consonants and Vowels), Syllable (Closed, Open, VCe, Vowel-r, Vowel team, Consonant - le, Odd Syllables) and Morpheme (Compounds, Inflectional suffixes, prefixes, derivational suffixes, Odd high frequency) - Grades 1-3 Word Study Focus (French/Latin Layer); Prefixes, Roots, Suffixes and Latin Plurals - Grades 4-6 Word Study Focus (Greek Layer); Spellings ph for /f/, ch for /k/ and y /i/, combining forms and plurals - Grades 6-8 LETRS Unit 4 Session 2 false - It is acceptable for students to use invented spelling occasionally in phoneme- grapheme mapping activities. true - In English, some letters of the alphabet never end a word. Greek - Words in which the letter y stands for the short i sound (rthythm, polyp) are usually from which language? When the /ch/ sound follows an acccented short vowel - The "tch" spelling of the /ch// sound is usually used in which circumstance? gills, cello, get - Which set of words does not follow the usual rules for pronounciation of c and g? LETRS Unit 4 Session 3 Classifying syllable types in multisyllabic words should be considered a scaffolding activity, not a goal in itself. - true Consonant-le (Cle) syllables can occur anywhere within a word and be stressed or unstressed. - false In which of these examples does the vowel sound's position in a syllable or word determine which vowel team represents it? Select all that apply. - If a student reads aloud a multisyllabic word but it doesn't sound right, what strategy should be applied? Select all that apply. - a. dividing the syllables a different way and c. flexing the vowel sound(s) Which syllable type occurs in each of these words: adage, lettuce, callous, ocean, and station? - d. an odd syllable with a schwa LETRS Unit 4 Session 4 Students should learn inflectional suffixes such as -ed and -s before learning derivational suffixes like -ful and -less. - true Adding a derivational suffix to a word often changes the part of speech. - true The noun plural is pronounced as a whole syllable, /əs/, when it follows which type of phoneme? Select all that apply. - some fricatives and affricates (b/d) Look at the syllable breaks in the words below. In which word do the syllable breaks correspond exactly with divisions between morphemes? - si lent For which of these verbs would you need to change y to i before adding the suffix -ed? Select all that apply. - defy and deny LETRS Unit 4 Session 5 Understanding the syllable structure or morphological structure of a word can make it easier to spell. - true Reading and spelling should be taught as separate strands within a reading program starting in fourth grade. - false About how many irregular spelling words should be introduced per week as part of spelling instruction? - 3-5 Which of the following are assessed on the Basic Spelling Screener and the Advanced Spelling Screener? Select all that apply. - a. a student's ability to spell specific types of letter-sound correspondences (e.g., consonant blends) and c. a student's ability to spell whole words Which spelling concept is usually taught in third grade? - b. multisyllabic base words Letrs Unit 4 session 6 Developing automaticity in word recognition can lead to improve reading comprehension. - true Students in the highest fluency percentile for their grade level are much better readers overall than their peers with average fluency - false Which of the following techniques specifically targets automaticity as a fluency subskill? - Speed drills Which of the following techniques specifically targets reading prosody as a fluency subskill? - phrased-cued oral reading How much gained fluency (as measured by WCPM) is reasonable to expect from a student who reads a passage several times over a week? - Neither 5 nor 15 LETRS Unit 4 Session 7 When a student develops reading problems early on, it is usually appropriate to look for weaknesses in word recognition. (T or F) - True Students with weak word-recognition skills may compensate somewhat by relying on background knowledge and vocabulary. (T or F) - True If initial data show a student is not performing at grade level, the next step is to closely examine which data source? ORF performance (accuracy and WCPM) reults from decoding and word-reading survey - ORF performance accuracy and WCPM If a student's general performance is not at level, but his or her ORF measures show accuracy, then what are appropriate next steps? Check the fluency of prerequisite skills. Provide Tier 1 and enrichment instruction. Focus on teaching basic phonological and phonemic skills. Focus on fluency-building activities at the word, phrase, and text levels. (check all that apply) - Check the fluency of prerequisite skills. Focus on fluency-building activities at the word, phrase, and text levels. Which of the following is generally not considered when assessing whether a students performance is at level? state assessmets reading and spelling screeners reading levels of leveled text teacher reports - reading levels of leveled text LETRS Unit 4 Session 8 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 yields - measurement of the amount of a crop grown enclosure movement - Farmers pushed out of their jobs and either became tenant farmers or they moved to cities. hedging - Wealthy landowners in England began to enlarge their farms through hedging blocks of land for experiments with new techniques of farming crop rotation - carefully controlled the nutrients in soil by planting a different crop on a particular piece of land seed drill - a device that sows the seeds at equal distances and proper depth; invented in the second agricultural revolution LETRS Unit 5 Session 2 Deep knowledge of a word's meaning may include personal associations triggered by the word. - true The internal associations of the dimensions of word knowledge are also known as: - a semantic map Which of the following can help students establish high-quality mental connections in memory as they learn words? Select all that apply. - placing students in a language-rich environment, reading aloud to students, and explicit teaching of selected words Techniques for enhancing interactive book reading include (select all that apply) - using props to introduce new words, using words students know when defining a new word, and elaborating on student responses Which test may be used for both screening and progress monitoring of vocabulary? - Acadience® Learning K-6 Word Use Fluency subtest Unit 5 - Session 3 T/F: When preparing an income analysis a disclaimer is optional and not important - False Which income analysis method is appropriate for a property with a single rental unit? - Monthly Rental Factor What statement describes opportunity cost? - It is the return associated with the best alternate investment option When vacancies and bad debt or subtracted from total gross income what formula is being described? - Effective gross income LETRS Unit 5 Session 4 When introducing new words for in-depth instruction, it's best to do it in writing before using the words orally. - False After explaining the meaning of a new word to students, the next step should be to: - b. give examples of how to use the word in context. Useful adaptations of word instruction for English Learners (ELs) include (select all that apply): - a. adding emphasis on potential phonological confusions. b. having students repeat simple sentences using the word. c. adding references to a cognate. Explicit vocabulary instruction includes which of the following? Select all that apply. - b. explaining the new word's meaning using a student-friendly definition c. using visual prompts or actions to clarify word meaning The instruction "Tell your partner about a time you acted responsibly" is an example of: - c. eliciting word use. LETRS Unit 5 Session 5 Most of the oldest words used in English do not have multiple meanings. - false What is the main focus of classification activities? - c. ensuring students understand the relationships among the words included Which of the following sets of words might best lend itself to a semantic feature analysis? Select all that apply. - b. mammals, insects, birds, reptiles c. ponds, rivers, lakes, oceans A student sentence that includes a complete definition of the word snow could look like: - c. "It's frozen water that comes down like flakes." Words that express the degrees of meaning between each other are called: - d. gradable antonyms. 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 surface code - Exact words in the piece of writing text base - underlying meaning to which the text refer to mental models - mental representations of meanings of the terms in reasoning problems before reading - purpose bk preach vocab genre/text structure ask questions make predictions strategies for assessing comprehension - retelling predicting a missing sentence answering questions repeating sentences with complexity taking unit quizzes reading comprehension relationship - reading comprehension-vocabulary-background knowledge Schema - a concept of framework that organizes and interprets information how does sentence structure affect comprehension? - reader must be able to interpret the meaning and underlying the structure of sentences for interpretation setence types - command, question, exclamation, statement what is an example of cohesive device? - pronoun conjunctions ellipsis 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 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 text's meanings? - Provide visual context for meaning—pictures, graphic organizers, objects, and/or actions. subordinate conjunction - a conjunction that makes an independent clause into a dependent clause ex: because, while Background knowledge is not necessary in order for students to develop a detailed schema. true/false - false When preparing students to listen to or read a text, it is important to - -establish a purpose for reading. -preview key vocabulary words. -evoke or impart background knowledge. Reading comprehension is difficult to assess through formal testing alone. true/false - true Unit 6 - Session 3 land registration systems - private conveyancing, deeds registration, torrens system private conveyancing - land registration system - proved by long, complicated documents that are kept by the owner. deeds registration - land registration system - central registry office keeps deeds and indexes them under name of purchaser. does not guarantee legality. torrens sytem - government office has custody of all original land titles. staff examine and register docs and issue titles. guarantees accuracy. Alberta. provides security of title and facilitates land transactions key principles of torrens system - mirror principle, curtain principle and insurance principle mirror principle - accurate reflection of current facts about property. all current interests for a property reflects in title curtain principle - contains all info about title. all current registered interests should appear on certificate. curtain goes down on prior interests insurance principle - provincial govnt provides compensation for loss of rights. govnt guarantees accuracy of title, and anyone who suffers is entitled to compensation Land Titles Act - provides legal mechanism for registration of land-related documents and establishes priority. legislation outlines how title transactions are handled and how interests in real property are managed. Connecting ideas Synthesizing ideas with background knowledge In 2000, the NRP listed ________ as one of five component teachers must include in their reading instruction - comprehension Research shows that ________ ability is linked to reading comprehension - oral language comprehension Context Processor - four part processor - Top - concepts and information; sentence context; text structure Meaning Processor - four part processor - middle - vocabulary Phonological Processor - four part processor - bottom left - speech sound system - language input and output Orthographic Processor - four part processor - bottom right - memory for letters - reading input and output 4-part processor...between Phonological and Orthographic processors - phonics SVR: Reading is the product of... - decoding and language comprehension Decoding is... - the ability to read words on a page Two major strands of the rope model: - Language comprehension (top) and Word recognition (bottom) As the strands of language comprehension combine, reading becomes... - increasingly strategic As the strands of word recognition form, reading becomes - increasingly automatic What is the cause if the student exhibits: guesses at printed words. cannot recall sounds for graphemes. omits or misperceives sounds in spelling. - phonologically based decoding inaccuracy What is the cause if the student exhibits: low score on oral-reading fluency and word-list reading laborious-sounding oral reading - slow site word and printed word recognition What is the cause if the student exhibits: cannot make inferences that require prior knowledge is stuck at the surface, or literal, level of comprehension makes off-base comments when questions are asked - limited background knowledge What is the cause if the student exhibits: misinterprets individual words; cannot define the words or use them in a sentence - limited English vocabulary What is the cause if the student exhibits: has trouble extracting main ideas and making abstract inferences. Exhibits concrete thinking - weak overall verbal-reasoning ability What is the cause if the student exhibits: reads from first to last word of a text without using text structure (e.g. parts of a book) to find information efficiently - unfamiliar with different types of texts According to the RAND Reading Study Group, comprehension is enhanced or undermined by: - (1) the text (2) the task (3) the reader (4) the context Surface level understanding of text is when... - a student reads a text and can only answer literal questions about it. If a student has surfect level understanding of a text, there is no... - applied knowledge to understand at a deeper level. Text base understanding is when a student... - student reads a text and can apply background knowledge to achieve a deeper level of understanding. Reading wide is - knowing how to read many different genres/types of text Reading level? 96-100% of words are known - independent (read alone) Reading level? 90-95% of words are known - instructional (read with assistance from the teacher) Reading level? Less than 90% of words are known - Frustration (a text at this level should not be attempted at all) Before you choose a book for your students, ask yourself these 4 questions... - (1) Is this text to be read on the surface or deeply? (2) Are they reading for learning, for entertaining, to provoke emotions, or to follow directions? (3) Is the reading required by the teacher or is it selected by the student? (4) Is it to preview and predict meaning? You can encourage a student's interest in reading by - allowing them to select their own text. To comprehend the text the reader must... - (1) Decode text (2) Have fluency skills (3) Utilize background knowledge (4) Take an interest in what they're reading (5) Be either intrinsically or extrinsically motivated (6) Have the reasoning ability to understand the text The type of reader a student will be is influenced by - their environment. Having support from family and peers can be a positive influence. . Background knowledge is... - (1) A major component in comprehension (2) One of the best ways to promote comprehension (3) Acquired through personal experience, instruction, or media (4) Organized into schemas To utilize background knowledge, teachers should... - (1) Scaffold instruction (2) Discuss new topics with students to assess background knowledge and adjust instruction . To comprehend language students must understand at these levels... - (1) Word level (2) Sentence level (3) Mental Model of the Text - integration of sentence meaning and background knowledge . Question stems for inferences... - (1) The passage suggests... (2) Why do you think... (3) How did you know... (4) What probably caused... (5) What clues led you to believe... Literacy knowledge is... - (1) Knowing that different types of genres have different styles of text (2) Knowing that the younger the child, the less likely he or she is to read informational text (3) Utilizing graphic organizers Literacy allusion is - having students make connections between the text and their lives. Narratives... - (1) Tell a story (2) Must be read all the way through (3) Can be many different genres, some of which are designed to teach a moral . As much as we want to give students answers, we must - allow them to struggle with the information so they can develop their own mental models. Story grammar... - (1) Setting (the time AND the place) (2) Characters (3) Problem (4) Response (5) Attempt (6) Climax/Resolution (7) Conclusion . Knowing about story structure is important because... - (1) Students can anticipate what to look for (2) Students will be able to retell a story more easily (3) Students can find the central problem and resolution more easily (4) Students will have a better understanding of the characters and how they respond to events Expository/informational text is written in paragraphs that each contain... - (1) An indention (2) A main idea (3) Details (4) Transition to the next paragraph To help with comprehension, we use - the GRR model, guided readings, and close readings. It is best to start strategy instruction in - in the 3rd or 4th grade. Comprehension strategies that work - (1) Metacognition (2) Highlighting (3) Graphic organizers (4) Mental imagery (5) Summarizing (6) Answering questions What is the best comprehension strategy? - No strategy is better than the other. Teach different strategies only until the students understand. Do not overdo it. Metacognitive strategies monitor - one's own thinking Teachers cannot simply tell a student to use metacognition. Rather, teachers - must guide students through the strategies by questioning and modeling. Metacognitive strategies include: - (1) Questioning (2) Self-corrections (3) Re-reading (4) Examining context (5) Referencing Strategy Instruction Steps - (1) Directly explain the strategy (2) Model the strategy (3) Practice the strategy (4) Monitor students until they can use strategy independently Meaning-oriented instruction... - (1) Literal questions aren't effective. Must use deeper thinking. (2) Teacher should be a guide/facilitator (3) Activities should be research-based, not just cute and fun Teachers need to... - (1) Be clear (2) Be direct (3) Model applications (4) Monitor applications (5) Bundle strategies Preparation... - (1) Read the text before you assign it (2) Does the text cover the standard you want to teach? (3) Develop text-dependent questions while reading (4) Preview and predict (5) Establish background knowledge (6) Model a close read (7) Teach the strategy that's best for the text (8) After reading, create an outline, a summary, a reflection, a project or a show and tell or explain the text to someone else Remember... - (1) Include wide reading throughout the year (2) Use academic language in all your teaching (3) Develop text-dependent questions to encourage student discussion (4) Model cognition skills (5) Provide checklists for prompt evaluation of text (6) TELLING STUDENTS TO PAY ATTENTION TO THE WORDS WHEN THEY READ IS NOT A RESEARCH-BASED STRATEGY! LETRS Unit 7 Session 3 Well-designed questions (select all that apply): - are text dependent AND 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 Teaching comprehension can be accomplished by testing students with multiple-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. Unit 7 - Session 3 Most wells constructed in Alberta are bored or drilled and are distinguished by the hole diameter. Identify the characteristics of a bored well. - Large diameter and drilled in locations where aquifers are found close to the surface. Although you were not expected to be an expert in the construction of water wells, you should have a working knowledge of the basic components. Identify the components. - - Drop Pipe - Annular Space - Well Pump - Pressure Tank - Well Screen This water well component device is powered by a motor to push water or lift water from the well to the surface and deliver it into the plumbing system of the residence. What component is being described? - Water Pump. Identify the elements to be included in a shared well agreement. - - cost sharing specifics to provide power to the well pump repair, test, inspect and disinfect the system. - prohibiting connection of any new residences without the consent of all parties, appropriate amendment of the agreement and compliance with the elements of the agreement. - replacing of components such as the well pump and making improvements to increase service life of a system, restore well yield or protect the system. - identifying the specific uses for water. - paying for repairs of damage caused by residence or their guests on the property. - permitting well water sampling and testing at the request of any party to the agreement. When a property has a well located in a pit, what does Alberta provincial regulations recommend? - The pit to be eliminated or upgraded. Identify the risks involved with a well on a pit. - - children and animals falling into the pit. - gasses or low O2 content in the well pit. - toxic has build up. - contaminated flood water or runoff into the pit. Aesthetic signs of water well contamination that are not hazardous to human health include appearance, colour, taste and odour. What does sulphur, a rotten egg odour indicate? - Hydrogen Sulphide. Identify how contaminants can enter a well and reach groundwater. - - runoff or flood watering entering into poorly constructed or unsealed walls. - disposal of waste into the well. - nearby feedlots, livestock grazing, and intensive agriculture. - oil and gas activities. - leaking underground and above ground fuel storage tanks. Abandoned water wells can pose serious health, safety, and environmental. Identify these risks. - - allowing surface runoff to directly enter an aquifer - permitting cross-contamination of different aquifers by a well bore. - Posing a physical safety threat to children, adults, and animals who might fall into them. What does blue/green stain on sinks, bathtubs, and plumbing fixtures indicate? - Excess iron or copper. LETRS Unit 7 Session 4 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 model of 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 a text? - selecting, ordering, and transforming the main ideas Why are after-reading activities effective? - They reinforce the structure and purpose of the text. LETRS Unit 7 Session 5 Which of the following statements is true? - Teachers should explicitly teach the text structure of both informational and narrative texts. When should teachers introduce the purpose of a text? - before the first read Vocabulary activities before reading should focus primarily on which type(s) of language? Select all that apply. - Tier 2 vocabulary words; figurative languages and idiomatic phrases An effective reading comprehension lesson will include (select all that apply): - an introduction of background knowledge needed to comprehend the text; a graphic organizer that helps students visualizethe structure of the text; an after-reading activity to transform information from the text into a new format; questions to ask during reading, tied to specific places in the text Teachers should do all of the following during reading , except: - explicitly teach Tier 2 vocabulary words LETRS Unit 7 Sessions 6 All of the following are features of African AMerican English except: - speakers often form sentences without a subject What kind of vocabulary instruction may be appropriate for English Learners, but is not usually needed for native English speakers? - definitions and examples for Tier I vocabulary words Which of the following statements about dialects are true? Select all that apply. - dialects have rules for grammar and punctuation; dialect speakers often have difficulty translating speech into print What is code swithing? - the ability to switch between a nonstandard dialect and Standard English depending on the situation LETRS Unit 8 Session 3 Which is a best practice for helping beginning writers learn and use different parts of speech in their writing? - Give students question words (e.g., who, what, how) to associate with each element or part of speech. Which of the following statements is true? - A compound sentence has two independent clauses joined by a coordinating conjunction. Which is an example of a complex sentence? - I have a dog that likes to bark. All of the following are coordinating conjunctions that students can use to form compound sentences except: - after What is a simple way to explain the meaning of predicate? - It is the action in a sentence (what the subject is doing, thinking, feeling, or being). LETRS Unit 8 Session 4 All of the following should be explicitly stated for students when a writing assignment is first introduced except: - the spelling and grammar rules that should be followed If a student is struggling with letter formation, what helpful support should be provided during translating (drafting)? - a letter-formation guide or sample alphabet In which grade should students begin using transitional words in their writing? - Third grade In which grade are students expected to begin incorporating dialogue into their narrative writing? - third grade In kindergarten and first grade, students are able to tell stories most easily about: - personal experiences LETRS Unit 8 Session 5 "To share a belief or preference" is the purpose of which type of writing? - opinion When color coding informational writing, it is a good practice to use the same color for which two sentences? - the topic sentence and conclusion Which of the following statements is true? - Peer-review activities should be heavily structuredand focused on positive feedback. At what point should students be able to use transitions(linking words) to connect their ideas? - second grade Before teaching opinion or informational writing, it is essential to teach which preliminary skill? - differentiating between fact and opinion LETRS Unit 8 Session 6 Which of the following is considered the least useful assessment method for grading young writers? - a. letter grades (A, B, C, D, F) When grading compositions, which measure has the strongest correlation with the overall quality of the writing? - a. correct word sequences (CWS) What is the recommended way to capture and assess a student's ideas if he or she is still in the prealphabetic phase? - b. Have the student orally describe his or her work while the teacher records it in writing. The means of assessing student writing should be determined once students have completed their writing assignments. - FALSE Teachers can help ensure student success in writing by (select all that apply): - ALL LETRS Unit 8 Final Assessment If a class is at grade level in reading achievement, what can the teacher expect of the class's writing achievement? - Significantly more students will be proficient in reading than in writing. What is the main reason why writing is learned slowly and with effort over a long time? - Writing depends on many different motor, language, memory, and cognitive abilities. 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. What is the most important reason for teaching students how to form letters, spell, and punctuate? - These skills enable better quality and longer compositions. What would be the best way to begin teaching students how to write a sentence? - Explain that a complete sentence has a subject (the naming part) and a predicate (the action or doing/being part). If the goal of a lesson was teaching students different types of end punctuation, which activity would be most relevant? - NOT converting sentence fragments into complete sentences and NOT rearranging separate words into complete sentences that make sense What is likely to be the most helpful support when preparing students to write a narrative? - Teach students to use a Story Grammar graphic organizer to plan their narrative. Which of the topic sentences below would be most appropriate for teaching students to write a descriptive, informational report about African elephants? - African elephants are large, intelligent mammals who live on the savanna. Which technique would be least effective for helping students through the reviewing and revising phase of the writing process? - typing the student's composition so he or she can read it more easily Which is a practical and valid way to monitor student progress in written composition? - by counting and graphing the correct word sequences (CWS) in a writing probe