LETRS Unit 3 Assessment

LETRS Unit 3 Assessment Which of the following is not one of the strands in Scarborough's Reading Rope? Ans- Guided reading How can code-emphasis or phonics-emphasis instruction be used most effectively? Ans- 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 identification of consonant blends? Ans- blink, frog, twist Which word group might a teacher include in a lesson focused on reviewing consonant digraphs? Ansthorn, show, chase In a complete phonics lesson of 30-40 minutes, which activity would typically not be included? Anspartner reading of a trade book of high interest to the students Of all the phonic correspondences represented in these words, which pattern is likely to be learned after the others? Ans- gale 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? Ans50% How many graphemes are in the word weight? Ans- 3 Which of the following tasks would best provide practice for learning letter formation in kindergarten? Ans- tracing a model following numbered arrows on lined paper 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: Ans- blending and reading words such as at, an; mad, man; and it, sit, bit What is the best key word to put on a sound-symbol card to teach short e, /ĕ/. Ans- echo A good phonics lesson should include opportunities for students to directly apply the phonemegrapheme relationships that have been explicitly taught. Which text type would best provide the practice needed? Ans- decodable texts Which of the following is the best example of a well-designed word list for a word chaining activity? Ansrat, chat, chap, chip, rip, rap 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? Ans- Teach systematic decoding of sound-symbol correspondences beginning with short a What is true about the relationship between reading and spelling? Ans- Spelling is generally harder than reading because the exact letters of the word must be recalled