LETRS Unit 3 Assessment
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Questions and Answers

Which of the following is not one of the strands in Scarborough's Reading Rope?

  • Guided reading (correct)
  • Phonemic awareness
  • Vocabulary
  • Phonics
  • 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 the identification of consonant blends?

    blink, frog, twist

    Which word group might a teacher include in a lesson focused on reviewing consonant digraphs?

    <p>thorn, show, chase</p> Signup and view all the answers

    In a complete phonics lesson of 30-40 minutes, which activity would typically not be included?

    <p>partner reading of a trade book of high interest to the students</p> Signup and view all the answers

    Of all the phonic correspondences represented in these words, which pattern is likely to be learned after the others?

    <p>gale</p> Signup and view all the answers

    About what percent of English words can be spelled and read accurately using sound-symbol correspondences alone, without knowing syllable patterns, meaningful parts, or word origin?

    <p>50%</p> Signup and view all the answers

    How many graphemes are in the word weight?

    <p>3</p> Signup and view all the answers

    Which of the following tasks would best provide practice for learning letter formation in kindergarten?

    <p>tracing a model following numbered arrows on lined paper</p> Signup and view all the answers

    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:

    <p>blending and reading words such as at, an; mad, man; and it, sit, bit</p> Signup and view all the answers

    What is the best key word to put on a sound-symbol card to teach short e, /ĕ/?

    <p>echo</p> Signup and view all the answers

    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?

    <p>decodable texts</p> Signup and view all the answers

    Which of the following is the best example of a well-designed word list for a word chaining activity?

    <p>rat, chat, chap, chip, rip, rap</p> Signup and view all the answers

    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?

    <p>Teach systematic decoding of sound-symbol correspondences beginning with short a</p> Signup and view all the answers

    What is true about the relationship between reading and spelling?

    <p>Spelling is generally harder than reading because the exact letters of the word must be recalled.</p> Signup and view all the answers

    Study Notes

    Scarborough's Reading Rope

    • Guided reading is not one of the strands in Scarborough's Reading Rope.

    Effective Phonics Instruction

    • Code-emphasis or phonics-emphasis instruction is most effective when organized around a logical progression of pattern words.

    Consonant Blends

    • Lesson examples for consonant blends may include words such as blink, frog, and twist.

    Consonant Digraphs

    • Words like thorn, show, and chase can be used in lessons reviewing consonant digraphs.

    Phonics Lesson Activities

    • Partner reading of a trade book is typically not included in a complete phonics lesson lasting 30-40 minutes.

    Learning Patterns in Phonics

    • The pattern "gale" is likely to be learned after other phonics correspondences.

    Sound-Symbol Correspondences

    • Approximately 50% of English words can be read and spelled accurately using sound-symbol correspondences alone, without knowledge of syllable patterns or word origins.

    Graphemes in "Weight"

    • The word "weight" contains three graphemes.

    Letter Formation Practice

    • Tracing a model following numbered arrows on lined paper is an effective practice for learning letter formation in kindergarten.

    Ehri's Early Alphabetic Phase

    • In this phase, students can progress with instruction focused on blending and reading simple words such as at, an, mad, and man.

    Teaching Short Vowel Sounds

    • The best keyword for teaching short e, /ĕ/ is "echo."

    Application of Phoneme-Grapheme Relationships

    • Decodable texts are ideal for providing practice in applying phoneme-grapheme relationships taught in phonics lessons.

    Word Chaining Activity

    • An example of a well-designed word list for a chaining activity includes words like rat, chat, chap, chip, rip, and rap.

    Teaching High-Frequency Words

    • To ensure first graders recognize and spell words starting with 'a', systematic decoding of sound-symbol correspondences beginning with short a should be taught.

    Reading vs. Spelling

    • Spelling is generally more challenging than reading, as it requires recalling the exact letters in a word.

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    Description

    Test your knowledge on the key concepts covered in Unit 3 of the LETRS program. This assessment includes questions about Scarborough's Reading Rope and effective phonics instruction. Prepare to enhance your teaching strategies with these important reading components.

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