LETRS UNIT 1 POST TEST PRACTICE SOLUTION
2026 TESTED QUESTIONS WITH FULL
ANSWERS
◉ How can phonics instruction be organized to be most effective?
around a preplanned progression through a logical skill sequence
around the vocabulary words from science and social studies
to take advantage of teachable moments during authentic literature
study
so that students can work independently in centers Answer: 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?
wreck, doubt, gnat
plan, squirm, train
thick, short, much
all of the above Answer: plan, squirm, train
, ◉ Which word group might a teacher include in a lesson focused on
reviewing consonant digraphs?
sure, sugar, sweet
phone, throne, shown
verge, dodge, bulge
all of the above Answer: 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?
finger-point reading of predictable text
blending 2-3 phoneme-grapheme correspondences within simple,
one-syllable words
writing dictated sentences with 4-5 words
rhyming, syllable clapping, and visual discrimination of letters
Answer: 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?
2026 TESTED QUESTIONS WITH FULL
ANSWERS
◉ How can phonics instruction be organized to be most effective?
around a preplanned progression through a logical skill sequence
around the vocabulary words from science and social studies
to take advantage of teachable moments during authentic literature
study
so that students can work independently in centers Answer: 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?
wreck, doubt, gnat
plan, squirm, train
thick, short, much
all of the above Answer: plan, squirm, train
, ◉ Which word group might a teacher include in a lesson focused on
reviewing consonant digraphs?
sure, sugar, sweet
phone, throne, shown
verge, dodge, bulge
all of the above Answer: 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?
finger-point reading of predictable text
blending 2-3 phoneme-grapheme correspondences within simple,
one-syllable words
writing dictated sentences with 4-5 words
rhyming, syllable clapping, and visual discrimination of letters
Answer: 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?
