LETRS Unit 3 Assessment Test with Verified Solutions
1. Which of the following is not one of the strands in Guided reading
Scarborough's Reading Rope?
2. How can code-emphasis or phonics-emphasis in- when organized
struction be used most effectively? around a logical
progression of pat-
tern words that
have been taught
3. Which word group might a teacher include in a lesson blink, frog, twist
focused on identification of consonant blends?
4. Which word group might a teacher include in a lesson thorn, show, chase
focused on reviewing consonant digraphs?
5. In a complete phonics lesson of 30-40 minutes, which partner reading of
activity would typically not be included? a trade book of
high interest to the
students
6. Of all the phonic correspondences represented in gale
these words, which pattern is likely to be learned after
the others?
7. About what percent of English words can be spelled 50%
and read accurately using sound-symbol correspon-
dences alone, without knowing the syllable patterns,
meaningful parts, or word origin?
8. How many graphemes are in the word weight? 3
9. Which of the following tasks would best provide prac- tracing a model fol-
tice for learning letter formation in kindergarten? lowing numbered
arrows on lined pa-
per
10. In Ehri's early alphabetic phase of word-reading devel- blending and read-
opment, students know some letter-sound correspon- ing words such as
dences and most letter names. A student at this level at, an; mad, man;
is most likely to progress with instruction focused on: and it, sit, bit
1/2
1. Which of the following is not one of the strands in Guided reading
Scarborough's Reading Rope?
2. How can code-emphasis or phonics-emphasis in- when organized
struction be used most effectively? around a logical
progression of pat-
tern words that
have been taught
3. Which word group might a teacher include in a lesson blink, frog, twist
focused on identification of consonant blends?
4. Which word group might a teacher include in a lesson thorn, show, chase
focused on reviewing consonant digraphs?
5. In a complete phonics lesson of 30-40 minutes, which partner reading of
activity would typically not be included? a trade book of
high interest to the
students
6. Of all the phonic correspondences represented in gale
these words, which pattern is likely to be learned after
the others?
7. About what percent of English words can be spelled 50%
and read accurately using sound-symbol correspon-
dences alone, without knowing the syllable patterns,
meaningful parts, or word origin?
8. How many graphemes are in the word weight? 3
9. Which of the following tasks would best provide prac- tracing a model fol-
tice for learning letter formation in kindergarten? lowing numbered
arrows on lined pa-
per
10. In Ehri's early alphabetic phase of word-reading devel- blending and read-
opment, students know some letter-sound correspon- ing words such as
dences and most letter names. A student at this level at, an; mad, man;
is most likely to progress with instruction focused on: and it, sit, bit
1/2
