LETRS Unit 3 Assessment
Study online at https://quizlet.com/_ckgyyi
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 instruc- when organized around a
tion be used most effectively? 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 a trade
activity would typically not be included? 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 following
tice for learning letter formation in kindergarten? numbered arrows on lined
paper
10.
1/2
Study online at https://quizlet.com/_ckgyyi
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 instruc- when organized around a
tion be used most effectively? 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 a trade
activity would typically not be included? 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 following
tice for learning letter formation in kindergarten? numbered arrows on lined
paper
10.
1/2
