LETRS Unit 3 Combined Sessions 1-8 Questions And Answers Verified 100% Correct

LETRS Unit 3 Combined Sessions 1-8 Questions And Answers Verified 100% Correct LETRS Unit 3 SESSION 2 T/F? Roughly half of all words in English can be spelled correctly based on established sound-symbol correspondences. - ANSWER true Complete this sentence: A complex syllable is a syllable that contains a ______ . a. digraph b. consonant blend c. vowel team d. VCe pattern - ANSWER b. consonant blend Complete this sentence: Vowel teams in English can have up to ______ letters. two three four five - ANSWER four Which set(s) of words include only words that have consonant digraphs, and no words with blends? Select all that apply. a. father, shin, reach b. cheek, less, silk c. rough, phone, bang d. stripe, laugh, wish - ANSWER a. father, shin, reach c. rough, phone, bang Which set of words illustrates both the Floss rule and the "-ck" rule? a. flick, sack, lock b. fuss, cell, will c. soak, flake, lurk d. slick, kiss, cuff - ANSWER d. slick, kiss, cuff LETRS Unit 3 SESSION 4 Knowledge of letter names in kindergarten is an excellent predictor of later reading success. true false - ANSWER true Students should establish a habit of trying to blend all the sounds in a word before they "adjust" or "flex" the pronunciation to make a real word. true false - ANSWER true Which activities are recommended to help students develop visual-motor skills before they learn to form letters? Select all that apply. a. tracing and drawing geometric shapes b. drawing circles and lines on sandpaper c. writing lines and circles with a pencil on paper d. skywriting in the air with large movements - ANSWER a. tracing and drawing geometric shapes b. drawing circles and lines on sandpaper d. skywriting in the air with large movements When teaching letter formation, which strategy can be used to group letters together for instruction? a. Work through the alphabet in order, teaching 5-6 letters at a time. b. Group letters with similar overall shapes and/or first strokes. c. Group letters that represent categories of sounds (e.g., vowels, stopped consonants). d. Teach frequently used letters like e and t first, gradually progressing to less often used letters like q and x. - ANSWER b. Group letters with similar overall shapes and/or first strokes. Which guideline(s) should teachers follow when choosing key words for sound-spelling cards? Select all that apply. a. Avoid words in which nasalization affects the way a vowel is pronounced, such as angry for /ă/. b. Avoid words that can have more than one meaning, like pen or run. c. Avoid words in which a consonant appears as part of a blend, such as stop for /s/. d. Avoid words with phonemes that sound like letter names, like empty (m - t). - ANSWER a. Avoid words in which nasalization affects the way a vowel is pronounced, such as angry for /ă/. c. Avoid words in which a consonant appears as part of a blend, such as stop for /s/. d. Avoid words with phonemes that sound like letter names, like empty (m - t). LETRS Unit 3 SESSION 5 Word chain activities should use real words only. - ANSWER false Open sort activities are most appropriate for advanced students who already know how to look for an orthographic pattern. - ANSWER true About how many words should be used within a lesson to provide practice with a given sound-symbol correspondence? - ANSWER 15-30 Which activities provide direct practice working with word meaning? Select all that apply. - ANSWER a. word webs d. word classification Which activity is best for helping students distinguish between easily confused speech pairs sounds such as /k/ and /g/? - ANSWER b. a word chain using minimally contrasting LETRS Unit 3 SESSION 6 Pattern words that are easy to read are also easy for students to spell. false Sentence dictation routines should include reminders about basic writing conventions (e.g., capitalization, end punctuation). true Which is the best definition of the term sight words? b. any words a reader can recognize instantly and read A teacher groups the following words on a word wall: mind, kind, find, bind, and rind. What do the words have in common? Select all that apply. b. They share a spelling pattern.