LETRS UNIT 1-8 ASSESSMENT COMPLETED EXAMS 2024, Exams of English Literature

Download LETRS UNIT 1-8 ASSESSMENT COMPLETED EXAMS 2024 and more Exams English Literature in PDF only on Docsity! LETRS UNIT 1-8 ASSESSMENT COMPLETED EXAMS 2024 1. Which of the following best describes the LETRS program? a) A program that focuses on decoding skills in reading b) A program that enhances reading comprehension and fluency c) A program that teaches writing skills d) A program that develops listening skills exclusively Answer: b) A program that enhances reading comprehension and fluency Rationale: LETRS (Language Essentials for Teachers of Reading and Spelling) is a comprehensive professional development program designed to improve educators' knowledge and understanding of language structure and teach effective reading instruction methods that enhance comprehension and fluency. 2. Which component of LETRS focuses on understanding the structure and history of English orthography? a) Language comprehension b) Phonological awareness c) Word study d) Reading fluency Answer: c) Word study Rationale: Word study in LETRS focuses on the structure and history of English orthography, including patterns, syllables, and morphemes, to teach students how to decode and understand words more effectively. 3. Why is phonemic awareness important in developing reading skills? a) It helps develop vocabulary and sight word recognition. b) It assists in understanding the structure and history of English orthography. c) It aids in distinguishing individual sounds in words. 9. Which factor largely contributes to building students' vocabulary and background knowledge? a) Rote memorization of word lists b) Reading a variety of texts across different genres c) Repeating the same reading passages daily d) Focusing only on decoding skills Answer: b) Reading a variety of texts across different genres Rationale: Reading a variety of texts across different genres exposes students to new words, concepts, and information, thus expanding their vocabulary and background knowledge in diverse subject areas. 10. How does LETRS define the Simple View of Reading? a) Reading is primarily a visual decoding process. b) Reading requires simultaneous processing of phonological and orthographic information. c) Reading depends only on decoding skills and vocabulary knowledge. d) Reading is purely a topic of comprehension skills. Answer: b) Reading requires simultaneous processing of phonological and orthographic information. Rationale: LETRS supports the Simple View of Reading, which states that reading comprehension depends on the simultaneous processing of phonological decoding (decoding words) and orthographic knowledge (knowledge about letter-sound relationships and word patterns). 11. Which assessment tool is commonly used to identify students' reading difficulties and inform instruction within the LETRS framework? a) Running records b) Standardized IQ tests c) Behavioral checklists d) Physical fitness tests Answer: a) Running records Rationale: Running records, also known as informal reading assessments, are a commonly used assessment tool in LETRS to identify students' reading difficulties, such as accuracy, fluency, and comprehension, to inform targeted instruction. 12. How does LETRS define decoding skills? a) The ability to comprehend and analyze the content of a text b) The ability to accurately pronounce words using phonics knowledge c) The ability to read aloud fluently and expressively d) The ability to recognize high-frequency sight words Answer: b) The ability to accurately pronounce words using phonics knowledge Rationale: LETRS defines decoding skills as the ability to accurately pronounce words using phonics knowledge and understanding of letter-sound relationships. 13. Which reading strategy, often taught through LETRS, focuses on summarizing important information from a text? a) Questioning b) Predicting c) Visualizing d) Summarizing Answer: d) Summarizing Rationale: Summarizing is a reading strategy often taught through LETRS, which involves condensing and restating the most important information from a text in a concise and organized manner. 14. How does LETRS recommend addressing students' reading difficulties effectively? a) Ignoring the difficulties and focusing on other subjects b) Providing explicit, systematic, and targeted instruction c) Standardizing instruction and not adapting to individual needs d) Relying solely on technology-based interventions Answer: b) Providing explicit, systematic, and targeted instruction Rationale: LETRS recommends providing explicit, systematic, and targeted instruction to address students' reading difficulties effectively. This approach addresses students' specific needs and ensures a structured and comprehensive approach to teaching reading. 15. Why is comprehension monitoring an important skill for proficient readers? a) It helps improve decoding and phonics skills. b) It increases reading speed and efficiency. c) It ensures understanding and enables correction during reading. d) It prevents the need for vocabulary development. Answer: c) It ensures understanding and enables correction during reading. Rationale: Comprehension monitoring is an important skill for proficient readers as it allows them to check their understanding of the text and make necessary corrections if comprehension breaks down. It helps ensure understanding while reading and supports overall reading proficiency. B: Question 1: Which of the following best describes the LETRS program? A. A computer programming language B. A literacy program for teachers C. A historical analysis of language D. A neurological study of reading Answer: B Rationale: The LETRS program is designed to provide teachers with essential knowledge and skills for effective reading instruction. Question 2: A. Speed of reading B. Complexity of vocabulary C. Intonation in speech D. Engagement with text Answer: A Rationale: Fluency in LETRS encompasses the speed and accuracy of reading, as well as the expression and prosody in oral reading. Question 9: Which of the following best describes the LETRS approach to comprehension instruction? A. Emphasizing rote memorization B. Focusing on literal interpretation C. Developing higher-order thinking skills D. Encouraging passive reading habits Answer: C Rationale: LETRS promotes the development of higher-order thinking skills to enhance reading comprehension. Question 10: According to LETRS, what is orthography? A. Study of handwriting techniques B. Analysis of printed texts C. Understanding of written language conventions D. Assessment of typographical errors Answer: C Rationale: Orthography in LETRS refers to the understanding of written language conventions, including spelling patterns and rules. Question 11: Which of the following is a recommended strategy in LETRS for teaching vocabulary? A. Memorization of word lists B. Contextual understanding of words C. Exposure to foreign languages D. Analysis of literary devices Answer: B Rationale: LETRS recommends contextual understanding of words as an effective strategy for teaching vocabulary. Question 12: How does LETRS address the needs of diverse learners in reading instruction? A. Individualized learning plans B. Group-based assessments C. Standardized intervention strategies D. Differentiated reading materials Answer: A Rationale: LETRS advocates for individualized learning plans to address the specific needs of diverse learners in reading instruction. Question 13: Which of the following is a focus of LETRS in professional development for educators? A. Pedagogical theory B. Content-specific expertise C. Data-driven decision making D. Classroom management techniques Answer: C Rationale: LETRS emphasizes data-driven decision making as a focus of professional development for educators to improve reading instruction. Question 14: According to LETRS, what role does assessment play in reading instruction? A. Benchmarking student progress B. Ranking students based on performance C. Evaluating teachers' effectiveness D. Standardizing reading materials Answer: A Rationale: Assessment in LETRS is aimed at benchmarking student progress and informing instructional decisions. Question 15: How does LETRS advocate for ongoing professional learning for educators? A. Participation in research studies B. Attendance at educational conferences C. Engagement in peer collaboration D. Completion of standardized training modules Answer: C Rationale: LETRS advocates for ongoing professional learning through engagement in peer collaboration, encouraging educators to learn from and with their colleagues. C: How many spoken syllables are there in frightening? - 3 How many spoken syllables are there in cleaned? - 1 What is the main reason that the ability to identify, segment, blend, and manipulate individual phonemes in spoken words is important for reading an alphabetic writing system? - This skill ultimately supports the ability to read words, "by sight." Students with relative weaknesses in basic phonemic awareness are most likely to make progress if the teacher provides which practice? - asks students to look in a mirrorwhile they describe the way that target phonemes are formed in the mouth In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes inthis word, how many boxes (phonemes) would they need? wife - 3 In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the grapheme. If students were mapping the grapheme inthis word, how many boxes (phonemes) would the need? dodged - 4 In phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes inthis word, how many boxes (phonemes) would they need? void - 3 In the phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes inthis word, how many boxes would they need? stream - 5 If phoneme-grapheme mapping, students first segment and mark boxes for the phonemes. Then, the map the graphemes. If students were mapping the graphemes inthis word, how many boxes would they need? blaming - 6 If phoneme-grapheme mapping, students first segment ad mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes inthis word, how many boxes would they need? thrill - 4 Which three letters could signal that ci is pronounced /s/? - e, i , y The /k/ sound in lake and lack is speed differently. Why do we use the ck spelling inlack? - it follows a single short vowel at the end of a stressed syllable. Which one of the following two-syllable words contains an open syllable and a closedsyllable? - robot Which one of the following two-syllable words contains a vowel team syllable and asyllable with a vowel-pattern? - owner A second-grade student writes, "I have finely finished my math project." Her misspelling of the word finally most likely indicates which of the following? - She needs to know how the meaningful parts distinguish a word. Which word might be found in a lesson on adjective suffixes? - native How can a teacher explain to students why there is a double n in beginning? - The baseword ends in a single-consonant preceded by a single vowel, and the suffix begins with a vowel. Which of the following misspelled words would be considered to be a morphologicalspelling error? - playd for played Which of the following is a phonologically based spelling error? - paz for praise How many spoken syllables are there in cleaned? - 1 What is the main reason that the ability to identify, segment, blend, and manipulate individual phonemes in spoken words is important for reading an alphabetic writing system? - This skill ultimately supports the ability to read words, "by sight." Students with relative weaknesses in basic phonemic awareness are most likely to make progress if the teacher provides which practice? - asks students to look in a mirrorwhile they describe the way that target phonemes are formed in the mouth Which student is demonstrating the most advanced level of phonemic awareness? - thestudent 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 preplannedprogression through a logical skill sequence Which word group might a teacher include in a lesson focused on identification ofconsonant blends? - plan, squirm, train Which word group might a teacher include in a lesson focused on reviewing consonantdigraphs? - 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 Of all the phonic correspondences represented in these words, which pattern is likely tobe learned after the others? - vine Which of the following tasks would best provide practice for automating letter recognition in kindergarteners? - naming uppercase and lowercase printed letters inrandom order Choose the best key word for introduction of short e. - echo 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 teacher has posted a word wall in first grade, using alphabetic order to list the wordsthe students must learn. For example, under T are the words to, too, them, the, this, then. How could the teacher best ensure that students will recognize and spell these words? - by removing regularly spelled th words, and teaching them through sound blending A good phonics lesson should include opportunities for students to apply the phoneme-grapheme relationships that have been explicitly taught. Which text type would best provide the practice needed? - decodable text If phoneme-grapheme mapping, students first segment ad mark boxes for the phonemes. Then, they map the graphemes. If students were mapping the graphemes inthis word, how many boxes would they need? thrill - 4 LETRS UNIT 2 ASSESSMENT COMPLETED EXAM 2024 spelling, such as "knife" or "women". An ambiguous is a word that has more than one possible meaning or interpretation, such as "bank" or "crane". 6. What is the term for a rule or principle that guides how words are spelled in a language, such as adding "-s" to form plurals? a) convention* b) pattern c) strategy d) system Rationale: A convention is a rule or principle that reflects the agreed-upon usage and norms of spelling in a language, such as adding "-s" to form plurals or dropping "-e" before adding "-ing". A pattern is a regularity or consistency that can be observed in how words are spelled, such as the CVC pattern (consonant-vowel-consonant) or the silent "-e" pattern. A strategy is a technique or method that can be applied to help spell words correctly, such as sounding out, chunking, or using mnemonics. A system is a set of elements or components that work together to form a whole, such as the alphabetic system or the syllabic system. 7. What is the term for a word that is spelled the same way in two or more languages, such as "radio" or "piano"? a) cognate* b) loanword c) root d) base Rationale: A cognate is a word that is spelled the same way in two or more languages and has a similar meaning and origin, such as "radio" or "piano", which are derived from Latin. A loanword is a word that is borrowed from another language and may or may not retain its original spelling, meaning, or pronunciation, such as "sushi" or "kindergarten". A root is a word or part of a word that is the origin or source of other words, such as "bio" or "graph". A base is a word or part of a word that can stand alone or be combined with other elements to form new words, such as "book" or "write". 8. What is the term for a word that is derived from 10. What is the term for an affix that attaches to the beginning of a word, such as "un-" in "unhappy"? another word by adding a prefix or suffix, such as "unhappy" or "happiness"? a) derivative* b) compound c) inflection d) contraction Rationale: A derivative is a word that is formed from another word by adding a prefix or suffix, such as "unhappy" or "happiness", which changes the meaning or function of the original word. A compound is a word that is formed by combining two or more words, such as "bookcase" or "sunflower", which creates a new word with a related meaning. An inflection is a change in the form of a word by adding an ending, such as "-s", "-ed", or "-ing", which indicates grammatical information such as number, tense, or aspect. A contraction is a shortened form of a word or phrase by omitting one or more letters, such as "don't" or "I'm", which usually indicates informal speech or writing. 9. What is the term for a prefix or suffix that changes the meaning of a word, such as "un-" in "unhappy" or "-ness" in "happiness"? a) affix* b) modifier c) marker d) indicator Rationale: An affix is a generic term for any prefix or suffix that attaches to a base word and changes its meaning, such as "un-" in "unhappy" or "-ness" in "happiness". A modifier is a specific type of affix that alters the degree, scope, or quality of a word, such as "-er" in "bigger" or "-ly" in "quickly". A marker is a specific type of affix that indicates grammatical information about a word, such as "-s" in "books" or "- ed" in "walked". An indicator is a specific type of affix that signals the function or role of a word in a sentence, such as "-ing" in "walking" or "-tion" in "action". a) prefix* b) suffix c) infix 11. What is the term for an affix that attaches to the end of a word, such as "-ness" in "happiness"? d) circumfix Rationale: A prefix is an affix that attaches to the beginning of a word and changes its meaning, such as "un-" in "unhappy", which negates the meaning of the base word. A suffix is an affix that attaches to the end of a word and changes its meaning, such as "- ness" in "happiness", which forms a noun from an adjective. An infix is an affix that inserts into the middle of a word and changes its meaning, such as "- um-" in "fan-freaking-tastic", which adds emphasis to the base word. A circumfix is an affix that surrounds a word and changes its meaning, such as "(ge)-(e)" in German "(ge)sag(e)t", which forms the past participle of the verb "(sag)en". a) suffix* b) prefix c) infix d) circumfix Rationale: A suffix is an affix that attaches to the end of a word and changes its meaning, such as "-ness" in "happiness", which forms a noun from an adjective. A prefix is an affix that attaches to the beginning of a word and changes its meaning, such as "un-" in "unhappy", which negates the meaning of the base word. An infix is an affix that inserts into the middle of a word and changes its meaning, such as "-um-" in "fan-freaking-tastic", which adds B: 1. Which of the following accurately describes the role of phonological awareness in Ehri's Phases of Reading Development? a) It refers to knowing individual sounds in spoken language. b) It is the ability to recognize and manipulate the individual sounds in written language. c) It involves understanding the meaning of written words. d) It encompasses the automatic recognition and reading of words. Answer: a) Difficulty recognizing and understanding sound-letter relationships in various word positions c) Full alphabetic phase d) Consolidated alphabetic phase Answer: d) Consolidated alphabetic phase Rationale: The consolidated alphabetic phase represents a stage of reading development where children read fluently, have a large sight vocabulary, and demonstrate strong comprehension skills. 8. During which phase do children develop an understanding of the complex spelling patterns of the English language? a) Pre-alphabetic phase b) Partial alphabetic phase c) Full alphabetic phase d) Orthographic phase Answer: d) Orthographic phase Rationale: The orthographic phase focuses on developing an understanding of the complex spelling patterns and irregularities of the English language, which helps children improve their word recognition and spelling abilities. 9. Which of the following is a challenge in the partial alphabetic phase of reading development? a) Difficulty recognizing and understanding sound- letter relationships in various word positions b) Automatic recognition and reading of words without decoding c) Limited sight vocabulary and reliance on visual cues d) Mastering complex spelling patterns of the English language Rationale: In the partial alphabetic phase, children may struggle with recognizing and understanding sound-letter relationships in different positions within words, leading to difficulties in accurate decoding. 10. What is the primary goal of the full alphabetic phase? a) Developing fluency in reading and comprehension b) Building a large sight vocabulary of frequently encountered words c) Acquiring a deep understanding of the complexities of the English language d) Connecting letters to the corresponding sounds in words Answer: d) Connecting letters to the corresponding sounds in words Rationale: The full alphabetic phase primarily focuses on children developing the ability to connect individual letters to their corresponding sounds in words, facilitating accurate decoding and reading. 11. Which phase in Ehri's Phases of Reading Development involves understanding the meaning and structure of written language? a) Pre-alphabetic phase b) Partial alphabetic phase c) Full alphabetic phase d) Consolidated alphabetic phase Answer: d) Consolidated alphabetic phase Rationale: The consolidated alphabetic phase includes a deeper understanding of the meaning and structure of written language, as children become adept at recognizing words and comprehending their meaning within a context. 12. Which phase of Ehri's Phases of Reading Development focuses on building a sight vocabulary of common words? a) Pre-alphabetic phase b) Partial alphabetic phase c) Full alphabetic phase d) Orthographic phase Answer: d) Orthographic phase Rationale: The orthographic phase focuses on building a sight vocabulary of commonly encountered words, which allows children to recognize them instantly without needing to decode. 13. Which phase of reading development involves the ability to read multisyllabic words accurately? a) Pre-alphabetic phase b) Partial alphabetic phase c) Full alphabetic phase d) Consolidated alphabetic phase Answer: d) Consolidated alphabetic phase Rationale: In the consolidated alphabetic phase, children develop the ability to read multisyllabic words accurately, as they have acquired a strong foundation of phonological awareness and decoding skills. 14. What is an essential component of the partial alphabetic phase? a) Recognizing and generating rhyming words b) Understanding letter-sound relationships in various word positions c) Mastering the complexities of the English language d) Building a sight vocabulary of high-frequency words Answer: b) Understanding letter-sound relationships in various word positions Rationale: The partial alphabetic phase involves developing an understanding of letter-sound relationships in different positions within words, enabling accurate decoding. 15. During which phase do children transition from relying on partial cues to identify words to using primarily phonemic information? a) Pre-alphabetic phase b) Partial alphabetic phase c) Full alphabetic phase d) Consolidated alphabetic phase Answer: c) Full alphabetic phase Rationale: In the full alphabetic phase, children transition from relying on partial cues, such as visual and context cues, to primarily using phonemic information to identify and decode words accurately. A) Phonological awareness is unrelated to reading skills B) Phonological awareness directly impacts reading readiness and success C) Reading skills have no bearing on phonological awareness D) Phonological awareness only affects oral language development Answer: B) Phonological awareness directly impacts reading readiness and success Rationale: Phonological awareness is closely linked to reading development, as it forms the basis for phonics, decoding, and overall literacy skills. Question 7: Which activity is an example of blending in phonological awareness? A) Breaking a word into syllables B) Identifying the beginning sound of a word C) Combining individual sounds to form a word D) Recognizing the ending sound of a word Answer: C) Combining individual sounds to form a word Rationale: Blending involves combining individual sounds to form a word, such as blending /b/ /a/ /t/ to form the word "bat." Question 8: How does phonological awareness contribute to spelling skills? A) It has no impact on spelling abilities B) It helps in recognizing high-frequency words C) It aids in understanding the meaning of prefixes and suffixes D) It assists in segmenting and manipulating sounds in words Answer: D) It assists in segmenting and manipulating sounds in words Rationale: Phonological awareness supports spelling skills by enabling students to segment and manipulate sounds in words, which is essential for accurate spelling. Question 9: Which component is a part of phonological awareness instruction? A) Introducing advanced grammar concepts B) Teaching letter formation and handwriting C) Providing exposure to diverse literary genres D) Engaging in activities to manipulate sounds in spoken words Answer: D) Engaging in activities to manipulate sounds in spoken words Rationale: Phonological awareness instruction involves various activities aimed at developing the ability to manipulate and understand the sounds within spoken words. Question 10: How does phonological awareness support language development? A) It focuses on memorizing vocabulary words B) It enhances listening and speaking skills C) It solely contributes to understanding grammar rules D) It emphasizes the use of figurative language in writing Answer: B) It enhances listening and speaking skills Rationale: Phonological awareness supports language development by enhancing listening and speaking skills, which are essential components of effective communication. Question 11: What role does phonological awareness play in early literacy instruction? A) It is irrelevant to early literacy development B) It serves as the foundation for reading and writing skills C) It focuses solely on developing handwriting abilities D) It emphasizes the memorization of sight words Answer: B) It serves as the foundation for reading and writing skills Question 14: How does phonological awareness instruction contribute to literacy acquisition? Rationale: Phonological awareness forms the foundation for early literacy instruction by supporting the development of essential reading and writing skills. Question 12: Which activity supports the development of phonological awareness in young learners? A) Engaging in storytelling and narrative writing B) Participating in vocabulary quizzes and assessments C) Practicing oral blending and segmenting of sounds D) Focusing on the memorization of spelling rules Answer: C) Practicing oral blending and segmenting of sounds Rationale: Engaging in oral blending and segmenting activities helps young learners develop their phonological awareness by manipulating and understanding sounds in spoken words. Question 13: What is the significance of explicit phonological awareness instruction? A) It has no impact on reading comprehension B) It helps in developing decoding and word recognition skills C) It solely focuses on enhancing speaking fluency D) It emphasizes the memorization of literary terms Answer: B) It helps in developing decoding and word recognition skills Rationale: Explicit phonological awareness instruction plays a crucial role in developing decoding and word recognition skills, which are essential for reading comprehension. A) It emphasizes the use of complex sentence structures B) It supports the development of vocabulary and grammar skills C) It fosters the ability to understand and manipulate sounds in words a student who can provide words that rhyme with cat a student who can use colored blocks to change the sounds in slip to make it slick A student writes the word went as "wet." What aspect of phonology is associated with this common spelling error? - ubstitution of a final stop for a nasal consonant aspiration of a final stop consonant after a nasal nasalization of a vowel before a nasal consonant affrication of the stop consonant when it is after a nasal nasalization of a vowel before a nasal consonant Best practices for teaching phonemic awareness activities include: - paying attention to letters first, then telling students what sound each letter makes. spending at least 30 minutes per day on phonemic awareness skills. teaching skills from easier to more difficult. focusing on ending sounds before beginning sounds. teaching skills from easier to more difficult. Which set of words would be appropriate for practicing four-phoneme blending? - quit, sling, roast road, meat, they crow, stray, ring boil, sour, claw quit, sling, roast If a student obtains a low score on a test of rapid automatic naming (RAN), what is the teacher's best course of action? - Ignore the problem, and hope that it will improve with maturation. Continue to develop phonological awareness at the appropriate levels. Focus on speed drills for naming letters, objects, and colors. Include many opportunities for repeated readings of familiar text. 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? - "reading" predictable text by tracking the words with their fingers recognizing the rhyming words in "Hickory Dickory Dock" segmenting the phonemes in words like clock isolating and saying the medial vowel in words like beast 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 confusing the right and the left sides of the body habitually leaving clothing items on the playground not comprehending cause and effect in a narrative 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? - syllable deletion and remembering separate phonemes in a series onset-rime blending and beginning phoneme blending sound deletion and substitution phoneme segmentation; simple syllables with 2-3 phonemes sound deletion and substitution 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? - learning the difference between a vowel and a consonant learning the meaning of each word discriminating phonemes /ě/ and /ă/ recognizing confusable letter forms 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. 30 minutes daily for the entire year. 45 minutes daily until they are proficient. 45 minutes daily for the first three months only. 5-10 minutes daily for about 20 weeks. How is the word pl - ay divided in this example? - syllable onset-rime phoneme-grapheme phoneme onset-rime How many spoken syllables are there in buttered? - 1 2 3 4 2 How many spoken syllables are there in possible? - 1 2 3 4 3 The use of nonsense words for phonemic awareness activities is: - useful only occasionally within sound chains. beneficial for English Learners. helpful for those children with weak vocabularies. never suggested. useful only occasionally within sound chains. Which phonological awareness activity would be most appropriate for early kindergarten students in Ehri's prealphabetic phase? - "reading" predictable text by tracking the words with their fingers recognizing the rhyming words in "Hickory Dickory Dock" segmenting the phonemes in words like clock isolating and saying the medial vowel in words like beast 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 confusing the right and the left sides of the body habitually leaving clothing items on the playground not comprehending cause and effect in a narrative 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? - syllable deletion and remembering separate phonemes in a series onset-rime blending and beginning phoneme blending sound deletion and substitution phoneme segmentation; simple syllables with 2-3 phonemes sound deletion and substitution 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? - learning the difference between a vowel and a consonant learning the meaning of each word discriminating phonemes /ě/ and /ă/ recognizing confusable letter forms discriminating phonemes /ě/ and /ă/ LETRS UNIT 3 ASSESSMENT COMPLETED EXAM 2024 b) Using context clues, pictures, and mnemonics to associate the words with their meanings and spellings c) Using phonics, syllables, and morphology to analyze the words and find patterns d) All of the above *Answer: d) All of the above Rationale: Different strategies may work for different students and different types of irregular words. Some students may benefit from rote memorization, some may need visual or semantic cues, and some may be able to apply some phonological or morphological knowledge to the words. 4. What are some examples of high-frequency irregular words that students should learn by sight? a) The, of, and, to, you b) Said, come, have, give, live c) Could, would, should, might, right d) All of the above *Answer: d) All of the above Rationale: These are some of the most common irregular words in English that students encounter in texts. They have some regularity in their spelling or pronunciation, but they also have some exceptions that make them difficult to decode or spell. 5. What are some examples of low-frequency irregular words that students should learn by analysis? a) Island, debt, doubt, subtle, indict b) Colonel, corps, rendezvous, debris, ballet c) Plumber, answer, listen, castle, wrestle d) All of the above *Answer: d) All of the above Rationale: These are some of the less common irregular words in English that students encounter in texts. They have no regularity in their spelling or pronunciation, but they may have some clues from their origin or meaning that can help students analyze them. 6. What is the role of morphology in teaching irregular words? a) Morphology helps students understand the meaning and structure of irregular words by breaking them into smaller units b) Morphology helps students pronounce and spell irregular words by showing them how they change with prefixes and suffixes c) Morphology helps students compare and contrast irregular words with their regular counterparts by showing them how they are related d) All of the above *Answer: d) All of the above Rationale: Morphology is the study of how words are formed from smaller units called morphemes. Morphemes can be roots (base words), prefixes (added to the beginning), or suffixes (added to the end). Morphology can help students learn irregular words by showing them how they are derived from other words or languages, how they change with different endings or beginnings, and how they are similar or different from other words with the same root. 7. What is the difference between a homograph and a homophone? a) A homograph is a word that has the same spelling but different meanings or pronunciations, while a homophone is a word that has the same pronunciation but different spellings or meanings b) A homograph is a word that has the same pronunciation but different spellings or meanings, while a homophone is a word that has the same spelling but different meanings or pronunciations c) A homograph is a word that has the same spelling and pronunciation but different meanings, while a homophone is a word that has the same meaning but different spellings or pronunciations d) A homograph is a word that has the same meaning but different spellings or pronunciations, while a homophone is a word that has the same spelling and pronunciation but different meanings *Answer: a) A homograph is a word that has the same spelling with the words that native speakers have. They may struggle with the phonology, semantics, or syntax of irregular words, depending on their native language and level of proficiency. 11. What are some ways to support ELLs in learning irregular words? a) Providing explicit instruction and feedback on the pronunciation, spelling, and meaning of irregular words b) Providing multiple exposures and opportunities to practice irregular words in various contexts and modalities c) Providing scaffolds and resources such as dictionaries, glossaries, charts, or visuals to help ELLs access irregular words d) All of the above *Answer: d) All of the above Rationale: ELLs need more support and guidance in learning irregular words than native speakers. They need clear explanations and examples of how irregular words work in English, frequent review and reinforcement of irregular words in different situations and formats, and tools and aids to help them comprehend and use irregular words. 12. What is the difference between an orthographic irregular word and a phonological irregular word? a) An orthographic irregular word is a word that is spelled differently from how it sounds, while a phonological irregular word is a word that sounds differently from how it is spelled b) An orthographic irregular word is a word that has more than one possible spelling for the same sound, while a phonological irregular word is a word that has more than one possible sound for the same spelling c) An orthographic irregular word is a word that has an unusual letter-sound correspondence, while a phonological irregular word is a word that has an unusual sound-letter correspondence d) All of the above *Answer: d) All of the above Rationale: Orthographic irregular words and phonological irregular words are two types of irregular words that can cause difficulties for students. Orthographic irregular words are words that do not follow the regular patterns of spelling in English, such as through, rough, or enough. Phonological irregular words are words that do not follow the regular patterns of pronunciation in English, such as cough, bough, or dough. B: 1. Which of the following correctly defines phonological awareness? a) Knowledge of letter-sound correspondences b) Understanding that words are made up of smaller sounds c) Understanding the meaning and structure of words d) Knowledge of sight words and high-frequency vocabulary Answer: b) Understanding that words are made up of smaller sounds Rationale: Phonological awareness refers to the ability to recognize and manipulate the sounds in spoken words. It involves activities such as segmenting words into syllables or phonemes, blending sounds to form words, and manipulating sounds by adding, deleting, or substituting them. 2. Which of the following describes a morpheme? a) The smallest unit of sound in a language b) The smallest unit of meaning in a language c) A grammatical rule that determines word order d) The study of the formation of words Answer: b) The smallest unit of meaning in a language Rationale: A morpheme is the smallest meaningful unit in a language. It can be a word or a part of a word that carries c) Teaching phonics and phonemic awareness principles d) Relying solely on context clues and word guessing Answer: c) Teaching phonics and phonemic awareness principles Rationale: Phonics and phonemic awareness instruction help students develop the skills to decode and read unfamiliar words by recognizing the relationships between sounds and printed letters. This approach equips students with the necessary tools to read and understand words independently. 7. Which of the following describes a homophone? a) Words with similar meanings but different spellings b) Words that share the same spelling but have different meanings c) Words with similar spellings but different pronunciations d) Words with opposite meanings Answer: c) Words with similar spellings but different pronunciations Rationale: Homophones are words that sound alike but have different meanings and often have different spellings. Examples include "write" and "right," "there," "their," and "they're." 8. What term represents the smallest unit of sound in language? a) Syllable b) Morpheme c) Phoneme d) Grapheme Answer: c) Phoneme Rationale: Phonemes are the smallest units of sound in a language and provide the basis for differentiating meaning. For example, the words "cat" and "bat" differ by only one phoneme (/k/ and /b/). 9. Which of the following is not considered an orthographic feature? a) Capitalization rules b) Syllable patterns c) Word order d) Punctuation conventions Answer: c) Word order Rationale: Orthographic features refer to the visual structure and conventions of written language. It encompasses spelling patterns, letter-sound correspondences, capitalization, punctuation, and other visual cues. Word order relates to syntax, the organization of words in a sentence, and is not a visual feature. 10. Which of the following indicates an example of an inflectional morpheme? a) -ed (as in "loved") b) -ing (as in "running") c) -ful (as in "careful") d) -tion (as in "nation") Answer: b) -ing (as in "running") Rationale: Inflectional morphemes do not change the basic meaning or part of speech of a word. They modify verbs or nouns to indicate tense, number, or possession. In this case, the suffix - ing is added to the base word "run" to indicate the present participle. 11. Which of the following refers to the understanding of word meanings and relationships? Rationale: Phonemic awareness refers to the specific ability to focus on and manipulate individual sounds (phonemes) in spoken words. It is a crucial skill for developing reading and spelling abilities. 15. Which instructional approach focuses on teaching students why English spelling is complex and irregular while providing strategies to better understand and remember spellings? a) Phonics instruction b) Whole language approach c) Structured word inquiry d) Balanced literacy Answer: c) Structured word inquiry Rationale: Structured word inquiry involves exploring patterns, roots, and affixes within words to understand the connections between sound and spelling. It helps students develop a deeper understanding of English orthography and equips them with strategies to approach and remember complex spellings efficiently. C: Which of the following words contains the consonant blend "br"? a) Table b) Brave c) Cup d) Shine Answer: b) Brave Rationale: The word "brave" contains the consonant blend "br," where the sounds of the letters 'b' and 'r' blend together at the beginning of the word. What is the consonant blend in the word "splash"? a) sp b) sl c) spl d) sh Answer: c) spl Rationale: The word "splash" contains the consonant blend "spl," where the sounds of the letters 's' and 'p' blend together at the beginning of the word. Which of the following words does not have a consonant blend? a) Great b) Cloud c) Swim d) Black Answer: c) Swim Rationale: The word "swim" does not contain a consonant blend, as the sounds of the letters 's' and 'w' are not blended together at the beginning of the word. Identify the consonant blend in the word "strawberry." a) st b) tr c) str d) sw Answer: c) str Rationale: The word "strawberry" contains the consonant blend "str," where the sounds of the letters 's' and 't' blend together at the beginning of the word. In the word "chop," which letters form the consonant blend? a) ch the beginning of the word. In the word "skate," which letters form the consonant blend? a) s b) sk c) ate d) te Answer: b) sk Rationale: The word "skate" contains the consonant blend "sk," where the sounds of the letters 's' and 'k' blend together at the beginning of the word. What is the consonant blend in the word "drum"? a) d b) r c) dru d) um Answer: c) dru Rationale: The word "drum" contains the consonant blend "dr," where the sounds of the letters 'd' and 'r' blend together at the beginning of the word. Identify the consonant blend in the word "scramble." a) scr b) sca c) sc d) ram Answer: a) scr Rationale: The word "scramble" contains the consonant blend "scr," where the sounds of the letters 's' and 'cr' blend together at the beginning of the word. Which of the following words contains the consonant blend "fl"? a) Fly b) High c) Sky d) Try Answer: a) Fly Rationale: The word "fly" contains the consonant blend "fl," where the sounds of the letters 'f' and 'l' blend together at the beginning of the word. What is the consonant blend in the word "snack"? a) s b) sn c) ack d) sk Answer: b) sn Rationale: The word "snack" contains the consonant blend "sn," where the sounds of the letters 's' and 'n' blend together at the beginning of the word. Identify the consonant blend in the word "globe." a) g b) gl c) lo d) be Answer: b) gl Rationale: The word "globe" contains the consonant blend "gl," where the sounds of the letters 'g' and 'l' blend together at the beginning of the word. In a complete phonics lesson of 30-40 minutes, which activity would typically not beincluded? Of all the phonic correspondences represented in these words, which pattern is likely tobe learned after the others? LETRS UNIT 8 ASSESSMENT COMPLETED EXAM 2024 1. Which of the following adverbial suffixes changes a noun into an adverb indicating time and frequency? a) -ful b) -ly c) -less d) -ed Answer: b) -ly Rationale: The adverbial suffix -ly is used to form adverbs that indicate time and frequency, such as quickly, frequently, slowly, etc. The other suffixes mentioned in the options do not serve this purpose. 2. Which adverbial suffix is commonly used to transform adjectives into adverbs indicating the manner or way in which an action is performed? a) -ness b) -ful c) -ly d) -est Answer: c) -ly Rationale: The adverbial suffix -ly is typically added to adjectives to form adverbs that indicate the manner or way in which an action is performed. For example, quickly, sadly, softly, etc. 3. Which adverbial suffix adds the meaning of "in the direction of" to a noun or adjective? a) -ful b) -less c) -ward d) -ing Answer: c) -ward Rationale: The adverbial suffix -ward is used to indicate the direction of an action or movement. For instance, upward, backward, forward, etc. The other suffixes mentioned do not convey this meaning. 4. When adding the adverbial suffix -ly to the adjective "perfect," what is the resulting adverb? a) perfectable a) -ness b) -less c) -ward d) -ly Answer: d) -ly Rationale: The adverbial suffix -ly is widely used to convert adjectives into adverbs, expressing the manner or way of acting or continuing an action. Examples include slowly, happily, wisely, etc. 9. When adding the adverbial suffix -ly to the adjective "sure," what is the resulting adverb? a) surer b) surely c) sureness d) surest Answer: b) surely Rationale: When the adverbial suffix -ly is added to the adjective "sure," it forms the adverb "surely" which indicates the certainty or confidence in which something is done or performed. 10. Which adverbial suffix is commonly used to form adjectives from verbs, indicating the state of being or the quality of? a) -less b) -ful c) -ward d) -ing Answer: d) -ing Rationale: The adverbial suffix -ing is frequently added to verbs to derive adjectives that express the state of being or quality of something. For example, interesting, exciting, loving, etc. 11. When adding the adverbial suffix -ly to the adjective "quick," what is the resulting adverb? a) quickness b) quickly c) quickful d) quicker Answer: b) quickly Rationale: When the adverbial suffix -ly is added to the adjective "quick," it forms the adverb "quickly," which describes the speed or manner in which something is done or performed. 12. Which adverbial suffix is used to indicate a characteristic or quality that is fully present or carried to its utmost extent? a) -ful b) -ness c) -less d) -est Answer: d) -est Rationale: The adverbial suffix -est is commonly used to form adjectives indicating the highest level or extent of a characteristic or quality. For instance, biggest, strongest, fastest, etc. 13. When adding the adverbial suffix -ly to the adjective "joyful," what is the resulting adverb? a) joyfuling b) joyfully c) joyfulest d) joyfulness Answer: b) joyfully Rationale: When the adverbial suffix -ly is added to the adjective "joyful," it forms the adverb "joyfully," which describes the manner or way in which something brings joy or the word to which prefixes and suffixes can be added. In "unhappiness," "happy" is the root word, while "un-" and "-ness" are affixes. Question 3: Which suffix changes a verb into a noun? a) -ly b) -er c) -ing d) -tion Answer: d) -tion Rationale: The suffix "-tion" is commonly used to change a verb into a noun, such as "celebrate" to "celebration." Question 4: What is the prefix in the word "misunderstand"? a) Mis b) Under c) Stand d) Misunderstand Answer: a) Mis Rationale: The prefix is the part of the word that comes before the root word. In this case, "mis-" is the prefix in "misunderstand." Question 5: Which of the following is a closed syllable? a) Table b) Tiger c) Open d) Silent Answer: a) Table Rationale: A closed syllable ends in a consonant sound and has a short vowel sound. In "table," the "e" is followed by a consonant, creating a closed syllable. Question 6: What is the vowel sound in the word "boat"? a) /oʊ/ b) /æ/ c) /eɪ/ d) /ɪ/ Answer: a) /oʊ/ Rationale: The word "boat" contains the long vowel sound /oʊ/ as in the word "goat." Question 7: Which of the following is a diphthong? a) Cat b) Cow c) Boy d) Fall Answer: c) Boy Rationale: A diphthong is a sound formed by the combination of two vowels in a single syllable, where the sound begins as one vowel and moves toward another. In "boy," the sound /ɔɪ/ is a diphthong. Question 8: What is the consonant blend in the word "splash"? a) Sp b) Sh c) Sl d) Pl Answer: a) Sp Rationale: A consonant blend is the combination of two or more consonants where each consonant is heard in the blend. In "splash," the consonant blend is "sp." Question 9: Which of the following is a voiced consonant? a) /s/ b) /t/ c) /z/ d) /p/ Answer: c) /z/ Rationale: Voiced consonants are produced with vibration of the vocal cords. The sound Question 14: What is the term for the ability to recognize and produce the sounds of letters in words? a) Phonemic awareness b) Phonological awareness c) Alphabetic principle d) Phonics Answer: a) Phonemic awareness Rationale: Phonemic awareness refers to the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words. Question 15: Which of the following is an example of a high-frequency word? a) Elephant b) Because c) Adventure d) Delicious Answer: b) Because Rationale: High-frequency words are words that appear often in written texts and are commonly used in everyday language. "Because" is a high-frequency word due to its frequent occurrence in various texts and contexts. C: 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 explanation for the spelling of smiled during a lesson on rules for adding suffixes to base words? Words ending in silent e drop the e when a vowel suffix is added. 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.