LETRS Unit 3 Assessment Answers
Question 1: Which of the following is not one of the strands in Scarborough’s Reading Rope?
Answer: Guided reading.
Question 2: How can code-emphasis or phonics-emphasis instruction be used most effectively?
Answer: when organized around a logical progression of pattern words that have been taught.
Question 3: Which word group might a teacher include in a lesson focused on identification of consonant blends?
Answer: blink, frog, twist.
Question 4: Which word group might a teacher include in a lesson focused on reviewing consonant digraphs?
Answer: thorn, show, chase.
Question 5: In a complete phonics lesson of 30-40 minutes, which activity would typically not be included?
Answer: partner reading of a trade book of high interest to the students.
, Question 6: Of all the phonic correspondences represented in these words, which pattern is likely to be learned after the others?
Answer: gale.
Question 7: 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?
Answer: 50%.
Question 8: How many graphemes are in the word weight?
Answer: 3.
Question 9: Which of the following tasks would best provide practice for learning letter formation in kindergarten?
Answer: tracing a model following numbered arrows on lined paper.
Question 10: 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:
Answer: blending and reading words such as at, an; mad, man; and it, sit, bit.
Question 11: What is the best key word to put on a sound-symbol card to teach short e, /ĕ/.
Answer: echo.
Question 12: 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?
Answer: decodable texts.
Question 1: Which of the following is not one of the strands in Scarborough’s Reading Rope?
Answer: Guided reading.
Question 2: How can code-emphasis or phonics-emphasis instruction be used most effectively?
Answer: when organized around a logical progression of pattern words that have been taught.
Question 3: Which word group might a teacher include in a lesson focused on identification of consonant blends?
Answer: blink, frog, twist.
Question 4: Which word group might a teacher include in a lesson focused on reviewing consonant digraphs?
Answer: thorn, show, chase.
Question 5: In a complete phonics lesson of 30-40 minutes, which activity would typically not be included?
Answer: partner reading of a trade book of high interest to the students.
, Question 6: Of all the phonic correspondences represented in these words, which pattern is likely to be learned after the others?
Answer: gale.
Question 7: 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?
Answer: 50%.
Question 8: How many graphemes are in the word weight?
Answer: 3.
Question 9: Which of the following tasks would best provide practice for learning letter formation in kindergarten?
Answer: tracing a model following numbered arrows on lined paper.
Question 10: 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:
Answer: blending and reading words such as at, an; mad, man; and it, sit, bit.
Question 11: What is the best key word to put on a sound-symbol card to teach short e, /ĕ/.
Answer: echo.
Question 12: 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?
Answer: decodable texts.
