LETRS UNIT 1 ASSESSMENT COMPLETED EXAM 2024, Exams of English Literature

Download LETRS UNIT 1 ASSESSMENT COMPLETED EXAM 2024 and more Exams English Literature in PDF only on Docsity! LETRS UNIT 1 ASSESSMENT COMPLETED EXAM 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 mirror while 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 in this 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 in this 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 in this 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 in this 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 in this 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 in this 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 in lack? - 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 closed syllable? - robot Which one of the following two-syllable words contains a vowel team syllable and a syllable 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 base word 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 morphological spelling 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 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 skill 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 Of all the phonic correspondences represented in these words, which pattern is likely to be 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 in random 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 words the 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 in this word, how many boxes would they need? thrill - 4