LETRS All Units 1-8 Compiled| Every Unit's Sessions| LETRS Complete Test Version Assessment. Backgro

LETRS All Units 1-8 Compiled| Every Unit's Sessions| LETRS Complete Test Version Assessment. Background, Depth of Knowledge, Language Tools, and Literacy skills

LETRS Unit 1 Assessment Test Answered- 2022. b. The Three Cueing Systems model omits or obscures the role of phonology. What is one important distinction between the Four-Part Processing Model for Word Recognitionand the Three Cueing Systems model? a. The Four-Part Processing Model emphasizes visual processes. b. The Three Cueing Systems model omits or obscures the role of phonology. c. The Three Cueing Systems model emphasizes the role of phonology.d. The Three Cueing Systems model omits semantic processing. d. both foundational reading skills and oral language development - Many students at risk for reading problems enter school without exposure to the academic language usedin books or preschool experience. These students are most likely to make progress closing the reading and language gap if their classroom instruction emphasizes which ofthe following? a. oral language comprehension and reading aloud b. attending to context, including semantic and syntactic cues c. matching students with interesting reading material d. both foundational reading skills and oral language development a. early alphabetic - A beginning first-grade student is able to segment and pronounce the first sound in a spoken word. He tries to guess at words by looking at the first letter only. When he writes words, he spells a few sounds

phonetically, but not all the sounds.According to Ehri, this student is most likely in which phase of word-reading development? a. early alphabetic

b. later alphabetic c. prealphabetic d. consolidated alphabetic b. phonology - A kindergarten teacher is having students listen to three

spoken wordsand identify the two words that end with the same sound.

The teacher is focusing on which language system? a. morphology b. phonology

c. orthography d. semantics d. Determine if the students need remediation in word recognition, language comprehension, or both. - Considering the Simple View of Reading, what would be theBEST course of action for a third-grade teacher with concerns about several students who have not achieved fluency? a. Observe whether students are able to work on several subskills at once. b. Verify that students have been engaged in independent reading at home for 20minutes every day. c. Increase demand on students to improve their passage reading rate. d. Determine if the students need remediation in word recognition, language comprehension, or both. a. primary difficulties with phonology, decoding, and word recognition - In any first-gradeclassroom in a typical school in the United States, approximately one-third of students are likely to score in the "basic" or

"below basic" range. The largest proportion of those students is likely to show which characteristics? a. primary difficulties with phonology, decoding, and word recognition

b. primary difficulties with phonology only c. primary difficulties with automatic word recognition only d. primary difficulties with language comprehension only b. Reading problems can be treated as easily in third grade as in first grade. -

Which of the following statements is FALSE with regard to an effective implementation of a multi-tiered system of supports (MTSS)? a. It is possible for 95 percent of kindergarten students to meet benchmark by the endof the year. b. Reading problems can be treated as easily in third grade as in first grade. c. Progress-monitoring assessments should be brief, curriculum based, andeconomical. d. Students can learn to read even if there is little help available at home. b. both regular and irregular words - . One important goal of beginning reading instruction is the development of a sight vocabulary that enables the student to recognize a word instantly, without having to decode it. What types of words shouldmake up a student's sight word vocabulary? a. phonetically irregular words b. both regular and irregular words c. phonetically regular words d. high-frequency words b. They can predict which students are at long-term risk for reading failure. What is thevalue of data provided by screening measures? a. They can demonstrate the reliability of test results on repeated

administrations. b. They can predict which students are at long-term risk for reading failure.

c. They can determine which students need a referral to special education. d. They can contribute to teacher evaluations. b. It is morphophonemic. - In comparison to other alphabetic languages, what feature ofthe English writing system makes English more difficult for young students to read and spell? a. It is syllabic. b. It is morphophonemic.

c. It is a shallow orthography. d. It is phonetically transparent. b. semantics - A second-grade teacher, in preparation for reading a new text about honeybees, asks the students to brainstorm all the meanings they know for the wordcomb. The teacher is primarily focusing on which language system? a. phonology b. semantics c. orthography d. morphology

c. Skilled readers perceive all letters when they read. - Experiments that use modern eye-movement technology to investigate what the eye "sees" when a proficient readerscans and comprehends a text have made what important discovery? a. Good readers skim a text, perceiving just a few letters. b. Good readers are dependent on context to identify words. c. Skilled readers perceive all letters when they read. d. The perceptual span of a good reader is triple that of a poor reader.

LETRS UNIT 1 POST TEST 2022 Which statement best describes the relationship between reading comprehension and worddecoding in a beginning reader's development?

- Accurate, fast word recognition is necessary for development of

reading fluency and textcomprehension.

Near the close of the day, a kindergarten teacher guides the students in conversation about the day's activities. She writes down what is said on large chart paper, then reads it to the class. Thisactivity would aid their literacy development primarily by promoting which skill?

- phonological awareness

What is the most important implication of the Four-Part Processiong Model for WordRecognition?

- Reading depends on constructing pathways between the phonological,

orthographic, andmeaning processors.

After results of a winter screening, six second-graders scored in the "somewhat at risk" range.What is the next step the teacher team should take?

- Analyze the screening results and gather additional diagnostic assessment

data.

How is the word sn-ow divided?

- onset - rime

How many spoken syllables are there in frightening?

- Three

How many spoken syllables are there in cleaned?

- Two

What is the main reason that the ability to identify, segment, blend, and manipulate individual phonemes in spoken words is important for reading an alphabetic writing system? - Each letter ina word represents an individual phoneme

Students with relative weaknesses in basic phonemic awareness are most likely to make progressif the teacher provides which practice? - asks students to look into a mirror while they describe the way that target phonemes are formed in the mouth

Which student is demonstrating the most advanced level of phonemic awareness? - the studentsubstituting a sound in a given word and saying the new word A student spells skin as sgin. What type of phonological error did she make?

- substitution of avoiced for an unvoiced consonant Having students listen to a word, say it, and then mentally reverse the sounds in the word is aninstructional activity that would be most appropriate for which students?

- those who have mastered basic phonemic awareness

How can phonics instruction be organized to be most effective? around a preplannedprogression through a logical scope and sequence Which word group might a teacher include in a lesson focused on identification of consonantblends? - plan, squirm, train Which word group might a teacher include in a lesson focused on reviewing consonant digraphs?

- 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? - blending 2-3 phoneme-grapheme correspondences within simple, one-syllable words

LETRS Unit 1 Sessions 1-8 Assessment/Quizzes.

LETRS Unit 1 - Session 1.

Phonics - The study of the relationships between letters and the sounds they represent;also used to describe code based instruction Phonemic Awareness - The conscious awareness of the individual speech sounds (consonants and vowels) in spike syllables and the ability to manipulate those sounds syllable - a unit of pronunciation having one vowel sound, with or without surroundingconsonants, forming the whole or a part of a word orthography - A writing system for representing language. morphophonemic - Deep alphabetic writing system organized by both sound-symbolcorrespondences and morphology Morpheme - in language, the smallest unit that carries meaning, it may be a singlesound (/s/ plural), one syllable (suffix -ful), or multiple syllables (prefix inter-) cognate - A word in one language that shares a common ancestor and common meanings with a word in another language metalinguistic awareness - The ability to think about and reflect in reflect on thestructure of language itself Decoding - The ability to translate a word from print to speech, usually by

employingknowledge of sound-symbol correspondences Simple View of Reading - Word recognition X Language comprehension = readingcomprehension LETRS Unit 1 - Session 1 (2)

Phonics - relationship between letters and sounds. Code based instruction.

Phonemic Awareness - awareness of individual speech sounds (consonants and vowels) in spoken syllables and the ability to consciously manipulate those sounds.

Alphabetic Writing is less than

years old. - 5,000

90% of all spoken languages have no - written form, let alone an alphabet that represents the separate sounds of speech.

Syllable - the unit of pronunciation that is organized around a vowel; it may or may nothave a consonant after the vowel.

Egyptians invented the first alphabet in - 2,000 BCE Phoenician alphabet was developed in

and was the granfather of

ouralphabet 19 of 26 letters can be traced. - 1,000 BCE Modern American English spelling was settled in 1828 with - Webster's Dictionary Orthograpy - a writing system for representing language Morphonphonemic - alphabetic writing principle organized by both sound-symbolcorrespondences and morphology.

Morpheme - the smallest meaningful unit of language; it may be a word or a part ofword; it may be a single sound, one syllable or multiple syllables To read an alphabetic alphabet a person must - mentally link the alphabetic symbolswith the single speech sounds or phonemes that they represent.

All alphabets require - speech sound (phoneme) awareness by the reader.

Shallow or Transparent Alphabetic Orthography - correspondences in the alphabetic writing system are regular and predictable. One sound represented by one symbol orletter.

Deep or Opague Alphabetic Orthography - the spelling system represens morphemes(meaningful parts) as well as speech sounds. Morphophonemic

contains both phonemes and morphemes.

Advantages of Alphabetic Writing - permits any word to be read or written in a languagewith a small set of symbols. A limited number of symbols can be combined to create theentire language, even new words. Language can be written and read by anyone who can match the symbols to the sounds they represent.

Disadvantages of Alphabetic Writing - People are wired to process speech sounds. The phoneme -that sound that a letter represents - is not self evident, natural, or consciouslyaccessible understanding for humans.

Metalinguistic Awareness - the ability think about and reflect on the structure oflanguage itself. The invention of the alphabet was an achievement.

The Simple View of Reading - Word Recognition x Language Comprehension =Reading Comprehension

Word Recognition - The accurate and fast retrieval of decoded word forms, is essentialfor the development of reading comprehension.

Language comprehension - listening comprehension or the linguistic processes involvedin the comprehension of oral language.

Decoding - the ability to translate a word from print to speech, usually by employingknowledge of sound-symbol correspondences.

LETRS Unit 1 Session 2 Semantics - The study of word and phrase meanings and relationships Morphology - The study of meaningful units in a language and how the units arecombined in word formation Discourse - Organizational conventions used in longer segments of oral or writtenlanguage Phonology - The rule system within a language by which phonemes can be sequenced,combined, and pronounced to make words Syntax - The system of rules governing permissible word order in sentences Orthography - A writing system for representing language and the rules that govern it Pragmatics - The system of rules and conventions for using language and relatedgestures in a social context

Example of Phonology - No English word begins with the sound /ng/; the sound /p/ and /k/ are never adjacent in the same syllable.

Example of Orthography - Every English word ending in /v/ is spelled with ve; the letterx is never doubled.

Example of Morphology - Nat- is a root. Nature is a non=in; natural is an adjective;naturalist is a noun; naturally is an adverb.

Example of Semantics - The word rank has multiple meanings. The words order andsequence have similar meanings.

Example of Syntax - "Our district recruits new teachers" is a sentence; " New teachersour district recruits" is not a sentence.

Example of Discourse - Discourse includes paragraph structure, cohesive ties, andgenre conventions such as story structure.

Example of Pragmatics - To one person I say, "That is my seat!" To another, I say,"Excuse me, my ticket has that seat number."

LETRS Unit 1 Session 3 Quiz During reading, your eyes typically stop on a word for about 250 milliseconds.

In whatsituation(s) do your eyes need to fixate longer on a word? a. when you read silentlyb. when you read aloud c. when you read an unfamiliar word - b. when you read aloudc. when you read an unfamiliar word Select the lobe of the brain that is responsible for higher-level thinking and planning,and for processing the sounds of speech. - Frontal Lobe Select the lobe of the brain that is responsible for recognizing print, letters, and letterpatterns. - Occipital lobe Select the lobe of the brain where language is comprehended. - Temporal lobe Select the lobe of the brain that processes sensory information such as temperature,taste, and touch. - Parietal lobe Which of the following statements best explains why The Four-Part Processing Model isuseful? a. It demonstrates why instruction should target reading

comprehension. b. It emphasizes the importance of instruction in language comprehension.c. It represents the complex mental activity involved in word recognition. d. It illustrates that phonics is more important than comprehension - c. It represents thecomplex mental activity involved in word recognition.

The phonological processor allows us to do which of the following? Select all that apply. a. "take in" the visual input of a written word b. break down words into phonemes c. learn the sounds of a foreign language - b. break down words into phonemes c. learn the sounds of a foreign language The phonological processor is what allows us to recognize the rising intonation of aquestion. true false - True What is the first sound in "switch"? /sh/

/s/ /swǐh/ /sw/ - /s/ What is the last sound in "switch"? /h/ /sh/ /ch/ /ǐtch/ - /ǐtch/ What is the vowel sound in "switch"?Choose your response. /ē/ /ī/ /ə/ /ĭ/ - /ĭ/ During reading, our eyes process each word letter by letter.true false - true How many letters does the eye normally take in at each fixation point before moving onto the next fixation point? a. five letters total b. however many letters are in each

wordc. 7-9 to the right and 3-4 to the left d. 3-4 to the right and 7-9 to the left - c. 7-9 to the right and 3-4 to the left

The Four-Part Processing Model helps us understand

.

a. which part of the brain handles word recognition b. how multiple parts of the brain must work together in order for word

recognition tooccur c. how multiple parts of the brain must work together in order for

languagecomprehension to occur d. that reading comprehension is the product of word recognition and

language comprehension - b. how multiple parts of the brain must work together in order for wordrecognition to occur The area known as the visual word form area or "brain's letterbox" is located in the lobe and is essential to the processor.a. frontal; phonological b. occipital; orthographicc. temporal; meaning d. parietal; orthographic - b. occipital; orthographic

What are some symptoms of children who have trouble with phonological processing?Select all that apply. a. slow to blend sounds in words together b. keeping track of different definitions for multiple-

meaning wordsc. difficulty remembering sounds for letters d. trouble spelling speech sounds for words - a. slow to blend sounds in words togetherc. difficulty remembering sounds for letters d. trouble spelling speech sounds for words LETRS Unit 1 Session 3 Quiz( set 2)

Accomplished readers skip over words when they read. - False In the Simple View of Reading, you need to engage both word recognition and languagecomprehension for reading comprehension. - True Our brains read

to the left. - 7 - 9 letters

Orthographic mapping - The mental process used to store words for immediate andeffortless retrieval.

When taking a spelling test, we engage the - orthographic processor The name for the mental dictionary in the phonological processing system. lexicon Used to match upper and lower case letters - orthographic processor Identifies the sounds in words - phonological processor

"She found 3 bats in the trees."

This helps you determine if she found a bird or a piece of sporting equipment. - contextprocessor The study of phonology and orthography - phonics LETRS Unit 1 Session 4 (version 1) Processing systems responsible for word recognition - Phonological and orthographicprocessing systems Processing systems responsible for language comprehension - Meaning and contextprocessing systems Automaticity - The ability to read quickly and accurately without conscious effort Three Cueing Systems Model - Model that overemphasizes the usefulness of context,pictures, and word meanings in word recognition (rather than deciding)

LETRS Unit 1 Session 4 (Set 2)

Both the phonological processor and orthgraphic processor systems are primarilyresponsible for - word recognition Both the meaning and context processor systems are primarily responsible for -language comprehension When novices first learn to

, each component skill-recognizing letters,

identifying and associating the sounds in words with those letters, and connecting wordsto their meanings- demands attention. - read Novice readers show greater activiation in the left and left regions than skilled readers do because they must dismantle and recombine words step by step and sound by sound. - frontal, parietal-occipital-temporal

At consolidated and

reading, it may seeem that proficient readers are

reading"by sight" or recognizing words as wholes. - fluent When a good readers knows a

well, the brain recognizes the

sounds,syllables, morphemes, and grammatical structure of the word. word is the ability to read quickly and accurately without conscious effort. -Automaticity The proposes that word recognition depends on three linguistic cues that reside inside a text. - Three Cueing - System

Three Cueing-System proposes - Graphophonic (Visual), Semantic (Meaning) andSyntatic (Sentence)

The

-

Processing Model contrasts with the Three Cueing-System in

several critical ways. - Four-Part The Four-Part Processing Model is support by modern

science, the

phonological processing system is distinct form the orthographic processing system. -brain The Three Cueing-System Model fosters dependence on pictures, prereading, memorization and context - these are strategies that

readers

rely on. - poor Later reading fluency

on early mastery of associations between

letters, letterpatterns, and speech sounds. - depends The 5,000 most common words in English, comprise of all text. - 90%

The remaining 80,000 content-bearing words that children are expected to learn occur with very low frequency and must be accurately to be interpreted. - decoded

The phonological process is involved in - phonological awareness The orthographic processor stores knowledge of and patterns and helps us recognize these visual representations of spoken language. - letters and letter

Sight recognition involves connecting a word to its

, which involves

themeaning processor and the context processor. - meaning When all four processors are working together smoothly, we develop... - wordrecognition LETRS Unit 1 Session 5_Set i Expert teaching focuses on . . . - the relevant subskills that enable a child to passthrough each phase of reading development successfully and are tailored to the student's strengths and weaknesses across the major components of reading.

Until the bank of known words has grown to several thousand, kindergarten and first-grade students will expend most of their mental effort on . . . - decoding.

The major subcomponents of reading in the SVR change in relative importance . . . -between grades 1 and 8.

The ability to recognize many words by "sight" during fluent reading depends on . . . -phonemic awareness and the ability to map phonemes to graphemes.

Alphabetic learning requires progressive differentiation of both . . . - the sounds in wordsand the letter sequences in print.

Phoneme-Grapheme Mapping - The matching of phonemes (sounds) in words with thegraphemes (letters) that represent them.

Most students require lots of additional practice in second and third grade before they can read . . . - grade level passages with fluency and comprehension and reading hasbecome automatic.

Name Ehri's Phases of Word-Reading Development - Prealphabetic, Early Alphabetic,Later Alphabetic, Consolidated Alphabetic Prealphabetic Phase - No letter-sound awareness, guessing constrained by context ormemory, cannot read text, and strings random letters together Early Alphabetic Phase - Initial sound and salient consonants, constrained by context(gets first sound and guesses), confuses similar-appearing words, represents a few

salient sounds (such as beginning and ending consonants), fills in other letters randomly, knows some letter names for sounds Later Alphabetic Phase - Pronunciation of whole words on the bases of complete phoneme-grapheme mapping, full use of sound-letter correspondence, blends all sounds left to right, begins to use analogy to known patterns, rapid reading of wholefamiliar words is increasing, phonetically accurate spelling, spelling sight word knowledge increasing Consolidated Alphabetic Phase - Reads variously by phonemes, syllabic units, morpheme units, and whole words; sequential and hierarchical decoding, notices familiar parts first, reads by analogy to similar known words, remembers multi-syllabicwords, associates word structure with meaning, word knowledge includes language oforigin; morphemes; syntactic role; ending rules; prefix, suffix, and root forms Alphabetic Principle - The concept that letters are used to represent individual phonemes in the spoken language; insight into this principle is critical for learning toread and spell Children in the prealphabetic phase need to learn that words are made up of (3 words) - individual speech sounds

Children in the early alphabetic phase must learn the spelling for each phonemeand develop the habit of looking at

. - common, all

letters For students at the later alphabetic phase, instruction should aim to build their fast andaccurate word recognition and spelling so that cognitive "desk space" is freed up for

. - comprehension sight vocabulary - A student's bank of words that are instantly and effortlesslyrecognized; includes both regularly spelled and irregularly spelled words.

Most children do not complete the transition to consolidated, accurate, and fluent reading and writing until

or

grade. - second, third

After two months of instruction in phoneme-grapheme correspondence, the children'sbrain activation patterns are normalized, going from (back) area to the (front) and then to the

(orthographic memory)

area. -visual, phonological, word storage After two months of daily, systematic instruction in how to match graphemes and phonemes, these students' brains established pathways in the hemispher e, enabling them to move into

reading and automatic

more whole words. - middle-left, later alphabetic, rcognition

or

While many teachers may believe that poor comprehension is the primary issue for poorreaders, the majority of those students have underdeveloped skills in (3 words) and automatic

(2 words).

Consequently, these students do not have the attentional resources available to (2 words). - advanced phonemic awareness, word recognition,comprehend text

LETRS Unit 1 Session 5 (version ii)

The learning processe of beginning readers

from the reading

processes ofproficient readers. - differ For a student just learning how to read, the ability to

and

words

accurately is of paramount importance. - decode and read Kindergarten and First grade spend most of their time decoding, until the bank of known words has reached a to several . - thousand to several thousand

Passage reading comprehension tests, at this level, almost entirely measure the abilityto read

words accurately. - single

By fourth grade the picture has changed. Learning to read becomes reading to . - learn

As students progress, comprehension of text is increasingly accounted for by , background knowledge, and the upper strands of theReading Rope. - Language Comprehension Foundational skills of word recognition (

,

,

and

) should be priorities for reading assessment and instruction early in thedevelopment. - phonology, letter naming, phonics and word attack Prealphabetic, Early Alphabetic, Later Alphabetic and Consolidated Alphabetic arephases of

Word-Reading Development. - Ehri's

Incidental visual cue; general concepts of print are part of which of Ehri's phases? -Prealphabetic Letter names and some letters sounds as well as syllable, onset-rime and initialphoneme matching are part of which of Ehri's phases? Early Alphabetic

Start of automatic sight word recognition, initial set of phoneme-grapheme correspondences and segmentation and blending of 3-4 phoneme words are part ofwhich of Ehri's phases? - Later Alphabetic Automatic sight word recognition, phonograms (word families), syllable patterns, morphemes, and deleion, substitution, reversal of phonemes are part of which of Ehri'sphases? - Consolidated Alphabetic Progress in an

system occurs only if children learn how letters

and soundare connected. - alphabetic -

mapping is the matching of phonemes (sounds) in

wordswith the graphemes (letters) that represent them. - Phonemegrapheme Rote learning of visual features of a word; no

-

awareness is a

characteristic of the Prealphabetic Phase. - letter-sound A child reads unfamiliar words by

or memory of text in the

PrealphabeticPhase. - context Prealphabetic readers are dependent on context... they

read the

text. -cannot Prealphabetic students strings letters together and assigns meaning withoutrepresenting

in words. - sounds

Partial use of letter-sound correspondence:

sound and salient

consonantsare characteristics of Early Alphabetic Phase readers. - initial

Early Alphabetic students read unfamiliar words with context; gets first sound and . - guesses Early Alphabetic students often confuse

appearing words. - similar

Early Alphabetic spellers represents a few salient sounds (beginning/ending consonants); fills in other letters ; knows some letter names for sounds. -randomly Pronunciation of

words by complete phoneme-grapheme

mapping ischaracteristic of the Later Alphabetic Phase. - whole Later Alphabetic students have full use of phoneme-grapheme correspondence; blendsall sounds left to right; begins to use patterns. - analogy

to known

, unitized reading of whole familiar words is increasing in the LaterAlphabetic Phase. - Rapid Later Alphabetic spellers are phonetically

; beginning to use

conventionalletter sequences and patterns; sight-word increasing. accurate Reading by phonemes,

units, morpheme units and whole

words is acharacteristic of the Consolidated Alphabetic Phase. - syllabic Students in the Consolidated Alphabetic Phase use sequential decoding; notices parts first, reads by analogy to similar know words. - familiar Consolidated Alphabetic readers remembers

words; analogizes

easilyand associates word structure with meaning. - multisyllabic Consolidate Alphabetic spellers have word knowledge including, language of origin, morphemes, syntactic role, ending rules;

,

and

forms. - prefix,

suffix and root The concept that letters are used to represent individual phonemes in the spoken word.

- Alphabetic Principle Children in the prealphabetic phase need to learn that words are made of individual sounds. Alphabet letter names and forms should also be practiceed to the

point of automatic retrieval. - speech.

A child in the early alphabetic phase may

words with similar letters

(house andhorse). - confuse Students at the later alphabetic phase will write fairly complete and phonetic spellings, representing all sounds in shorter words (even if not accurate). Theaim is to free up "desk space" for comprehension. - reasonable Students at the Consolidated Alphabetic phase (2nd or 3rd grade) map t osound with ease and acquire a large vocabulary by reading and hearing them. - symbols After two months of daily, systematic instruction in how to match graphemes and phonemes, students learn to sound out words, as measured by reading phonicallyregular words. - nonsense The majority of students with poor comprehension have underdeveloped skills in phonemic awareness (sound substitution, reversal and deletion). -advanced

LETRS Unit 1 Session 6

Genetic, biological, environmental and instructional factors all contribute to the growth of . - reading skill Students who come to school without exposure to books, book language, and vocabulary in their homes that would support literacy development are said to be . - experience deficient Poor readers are students who score below the

percentile in basic

readingskill. - 30th Simple View of Reading suggests that students can be impaired in either word recognition or language comprehension or both...making it to instruct allstudents exactly the same way. - impossible Among all English-speaking poor readers, at least 70-80 percent have trouble withaccurate and fluent

that often (not always)

originates with weaknesses in phonological processing. - word recognition is a useful descriptive term for a specific developmental disorder that adversely affects the ability to read and write. It is neuro biological in origin and characterized by difficulties with accurate and/or fluent word

recognition and by poorspelling and decoding abilities. - Dyslexia Three types of reading difficulties and

that often overlap but that

can beseparate and distinct; phonological deficit, orthographic processing deficit and comprehension deficit. - disabilities deficit refers to a prominent and specific weakness in either phonological ornaming speed processing. - Single deficit refers to a combination of phonological and naming-speed deficits. -Double Students with neurobiological differences in language and reading processes may also dysgraphia, ADHD, Anxiety, Task Avoidance, Weak impluse control, distractibility, problems with comprehension of spoken language, confusion with math signs and computation. About percent of all studetns with dyslexia also have ADHD. - 30

Dyslexia signs for

students include; late talking, slow to learn new

words, mixes up pronunciation of words, trouble with difficult speech sounds, does not enjoy looking at print. - Preschool Dyslexia signs for

students include; trouble remembering

names andrecalling, struggles to recall sound , struggles to break simple words into sounds, trouble recognizing common words and does not spell in a predictable way. ' - K/1

Dyslexia signs for

students include; the need to sound out common

words,struggles decoding, poor speller of common words, reads slowly and lack expression, loses meaning of passage, uses pictures to guess at words and trouble with writing. - 2/3 Dyslexia signs for students who are to reading to learn include; easily overwhelmed, misreads directions, struggles to keep up and poor speller. - transition

Dyslexia signs for students in grades

include; extra time for oral

reading,struggles with out of context common words, poor spelling, appears to have comprehension issues and may avoid reading at all costs.

- 4/6 Specific

difficulties indicators include;

inattention to teacher talk and/or low verbal output, low scores on PPVT, lack of improvement in comprehension for read aloud, inability to distinguish between main idea and details, confusion about meaning, use of pronouns and prepositions and literalinterpretations of abstract language. - Language

Comprehension Challenges for

include; EL's overrepresented

among poor readers, sound-symbol correspondences are possible, smaller lexicon, apply SVR model. - English Learners Specific Skills for

include; letter naming, alphabet writing,

initial soundisolation in spoken words, concepts of print and book handling and vocabulary/oral language. - Prealphabetic Skills Specific Skills for

include; rapid automatic letter naming (RAN),

blending/segmenting 2-3 phonemes in spoken words, sound-symbol associations withcommon consonants and short vowels, read simple nonsense syllables with short vowels, phonetic spelling of some of the sounds in words and vocabulary/listening comprehension. - Early Alphabetic Skills Specific Skills for

include; timed reading for real and nonsense

words, accurate readind of simple sentences and passagew with phonetically controlled text, correct or phonetic spelling of dictated simple words, soundsymbo matching or knowledge of phonic elements and vocabulary; retelling of passages. - Later AlphabeticSkills

Specific Skills for

include; silent passage reading with comprehension,

oral passage reading fluency, maze passage reading and spelling real words. -Consolidated Alphabetic Skills.

LETRS Unit 1 Session 7 Once children are

- which happens very early - they do not

catch upunless intervention is intensive, timely, and well informed. behind is a type of assessment that has the following characteristics; all studentsonce per year, tests have time limits, silent and independent reading, passage comprehension, scores are reported as percentiles or NCE and states may develop their own or use National. - Outcome is a type of assessment that has the following characteristics; predict fluentreading by 3rd grade, word-reading abilities are strong predictors of passage reading, selected students should receive more in-depth surveys of strengths and weaknesses, screening should be brief. - Screening is a type of assessment with the following characteristics; formative assessments, brief & measure progress towards a goal, forms allow for frequent administration, given 1-3 weeks and determine effectiveness of instruction. - ProgressMonitoring

is a type of assessment with the following characteristics; given only to students at risk, longer than screening test, detailed information about student masteryand inform instruction and aspects of treatment. Diagnostic Survey tests refers to standardized tests that are designed to compare and rank test-takers in relation to each other. - Norm - referenced

are used to predict who is most likely to pass the highstakes outcome tests given at the end of each grade. Examples are; letternaming, phoneme segmentation, grapheme-phoneme correspondence, word reading lists, nonsense wordreading, spelling and phonetic spelling accuracy, oral passage reading fluency (mid 1st)and Maze passage reading (3rd and beyond). - Screening Measures with questions is a good early indicator of language comprehension.

- Read Aloud Valid measure actually measures what was intended is called.... - construct validity

Valid measures that corresponds well to other known measures is called... concurrentvalidity Predicts with accuracy how students are likely to perform on an accountability measureis called... - predictive validity

LETRS Unit 1: Session 8 Outcome assessments - Outcome assessments assess the overall effectiveness of instruction given to a large student population—for example, all students within a state. These high-stakes, summative reading assessments are usually administered at the end of grade 3 or 4. Because they are often normed, they can show how an individual isdoing relative to norms and help in comparing groups.

Screening measures - Screening measures help predict which students are at risk for reading failure and how they are likely to perform on outcome assessments by measuring their performance against established benchmarks. Screening measures, such as Acadience® Reading K-6 or AIMSweb®, focus on foundational skills and are administered several times a year in the early grades. Because they are brief, low-costmeasures that provide extremely useful information, they are highly efficient.

Diagnostic surveys - Diagnostic surveys inform teachers' work with at-risk readers. Thiscategory includes informal diagnostics teachers use to assess students' academic knowledge or skills in a particular area (e.g., a developmental spelling inventory or handwriting sample), as well as formal, specialized testing used to determine whether astudent fits the criteria for a

specific developmental disorder (e.g., an assessment to determine whether and where a child falls on the autism spectrum).

Progress-monitoring tests - Progress-monitoring tests inform instruction by telling how well instruction is working—that is, how at-risk students are responding to instruction. These formative assessments, typically administered every 1-3 weeks, focus on specifictargeted skills. Teachers can use them to determine the effectiveness of a given program or approach.

Many screening measures can be considered diagnostic since they provide extremelydetailed data about a students skills in particular literacy domains. - true or false If a student needs work on phonics and decoding, what kind of informal diagnostic assessment would provide the most useful information on how to help this student withthese skills? - a. a spelling inventory to show which features of English spelling the student has mastered b. a word-reading survey to show which sound-symbol correspondences

the studentknows and which ones still need practice c. a vocabulary test to show student understanding of word meanings in

context

d. a test of reading comprehension to show how well the student can answer

questionsabout a grade-level text Which of the following is not an area of inquiry to include in a comprehensive diagnosticassessment of a potential reading disorder? - a. spelling b. handwriting c. single-word decodingd. social interactions Which of these literacy skills have students typically mastered by the end of third grade?

Select all that apply. - a. advanced phonemic awarenessb. Greek-derived morphemes c. inflectional morphology d. fluent recognition of word families (rime patterns) Cody is in first grade. He almost never raises his hand to participate in class discussions. When called on, he replies very briefly. He tends to use vague words likestuff and rarely uses full sentences. During decoding exercises, he reads words accurately and easily recognizes common patterns; he is a good speller. When he reads stories aloud, he reads fairly accurately but in an expressionless monotone.

Which assessment would be most likely to yield valuable information about Cody? - a.administering a phonics survey b. reading a story to him and having him orally retell itc. examining samples of his writing d. administering a timed oral reading fluency assessment

LETRS Unit 2 Final Assessment_2022 How is the word pl - ay divided in this example? - onset-rime

How many spoken syllables are there in buttered? - 2

How many spoken syllables are there in possible? - 3

What ability would students have who had attained advanced levels of phonemicawareness? - They can read most grade-level words by sight

Which teaching strategy would be most helpful for students who confuse the sounds /f/and /th/ in their own speech? - Have the student look in a mirror while describing and producing each sound.

Which student is demonstrating the most advanced level of phonemic awareness? - astudent who reverses the order of sounds in perch to make chirp

A student writes the word went as "wet." What aspect of phonology is associated with this common spelling error? - Answer is NOT "affrication of the stop consonant when itis after a nasal" or "substitution of a final stop for a nasal consonant"

Phonological awareness tasks that emphasize segmentation and blending of two- or three-phoneme words align with which level of phonological awareness according toKilpatrick? - basic phonemic awareness

Which set of words would be appropriate for practicing four-phoneme blending? - quit,sling, roast

If a student obtains a low score on a test of rapid automatic naming (RAN), what is theteacher's best course of action? - Continue to develop phonological awareness at the appropriate levels.

Which phonological awareness activity would be most appropriate for early kindergartenstudents in Ehri's prealphabetic phase? - recognizing the rhyming words in "Hickory Dickory Dock"

Which of the following is most likely a symptom of a problem with phonological workingmemory? - forgetting the words when asked to repeat a sentence

A second-grade student is given a test that measures simple phoneme segmentation and blending and does well. However, when given the PAST, he can't perform advanced phonemic awareness tasks. What would be the best skills for him to practicebased on these results? - sound deletion, substitution, and reversal

If a student in first grade (or later) often confuses words like bed and bad, pest and past,and pen and pan during spelling, what skill practice would be most appropriate? - discriminating phonemes /ě/ and /ă/

As a general guideline, the optimal amount of time to spend on teaching phonemicawareness to normally progressing kindergarten or first-grade students is: - 5-10 minutes daily for about 20 weeks.

LETRS Unit 2 All Sessions 1-8 (different sets) Complete Quizzes & Solution guides_2022.

LETRS Unit 2 Session 1 - Mini Quiz - Teaching Reading IS Rocket Science The phonological processor allows us to do which of the following? Select all that apply. a. perceive sounds b. remember soundsc. interpret sounds d. produce speech - Select All Choices The written representation of a speech sound is known as a grapheme. true false - true Providing direct, detailed phonemic awareness instruction is only necessary for studentswho struggle with reading. true false - False Which of the following is a necessary prerequsite to being able to read words?

Select allthat apply. a. perceive individual speech soundsb. produce individual

speech sounds c. manipulate individual speech sounds d. none of these - a. perceive individual speech soundsb. produce individual speech sounds c. manipulate individual speech sounds It is necessary that students know how speech sounds look and feel when produced aswell as how they sound. true false – true

Unit 2 Session 2 LETRS T/F Even after first grade, skills such as phoneme segmentation and blending of single-syllable words without consonant blends are good predictors of reading ability. - False

Students' ability to acquire phonemic awareness is not dependent on which of thefollowing factors? a. general language development and listening abilitiesb. word comprehension c. familiarity with vocabulary used in tasks d. the amount of practice received - b. word comprehension Which of these tasks could a student at the early phonological awareness levelperform? Select all that apply. a. determining whether cat and kiss begin with the same soundb. segmenting and tapping the phonemes in the word slap c. clapping and counting the syllables in the word pencil d. saying the word marker, then deleting the last syllable and saying it again, mark - a &c determining whether cat and kiss begin with the same sound clapping and counting the syllables in the word pencil Which of these tasks could a student at the basic phonemic awareness level perform?Select all that apply. a. saying the word flame, then deleting the phoneme /l/ and saying the word without it b. saying the compound word rainbow, then deleting the first part and saying the newword c. determining which sound should be changed to make the word stream into scream d. segmenting and tapping the phonemes in the word beak - b& d saying the compoundword rainbow, then deleting the first part and saying the new word, segmenting and tapping the phonemes in the word beak Which of these advanced phonemic awareness skills do children typically

develop last?a. the ability to delete the final sound from a word b. the ability to substitute sounds within words of 5-6 phonemesc. the ability to reverse the first and final sounds in a word d. the ability to delete the initial sound from a word that begins with a blend - c. theability to reverse the first and final sounds

Unit 2 - Session 2 Several kinds of

predict the ability to read, spell and write

between Kindergarten and Second Grade. - phonological tasks , especially segmenting and blending individual sounds in simple spoken words, predicts future reading problems in kindergarten andbeginning first grade better than other phonological tasks such as rhyming, allieteration,word repetition, or syllable counting. - Phonemic awareness is comprised of three levels; early, basic and advanced. -Phonological awareness

usually develops in preschoolers, with appropriateexperiences, and include rhyming, alliteration, syllable segmentatio and first-sound matching in words that are found in alliterative phrases. These skills facilitate early matching of printed letters to letter names and letter sounds. - Early Phonological Awareness typically develops in Kindergarten and First Grade. Skills are usually tested in universal screening measures (DIBELS Next, AIMSweb, andeasyCBM. They include phoneme segmentation and blending of single-syllable words without consonant blends. - Basic Phonological Awareness skills continue to develop through fourth grade and include the ability to substitute sounds for one another in a spoken word, reverse the order of sounds, and insert or delete sounds to make new words. Needed for efficientsight vocabulary development. - Advanced Phonological Awareness Problems with

awareness may go undetected by teachers

oncestudents are past the first grade. - advanced phonemic Any student who is less than

in reading and spelling, no matter what

age, should have his or her phonological skills tested with a screener that includes advancedphoneme manipulations and that accounts for the automaticity of student response. - proficient At age 4, Early Phonological Awareness skills include; responsiveness to rhyme and alliteration during word play are addressed by enjoying and reciting words or phrases in familiar storybooks or nursery rhymes. - rhyming; alliterative

At age 5, Early Phonological Awareness skills include; rhyme recognition, clapping, syllables, matching words with the same first sound by using the following tasks; Which two words rhyme? stair, steel, chair. Hickory dickory dock, the mouse wentup the ? - counting At age 5.5, Basic Phonemic Awareness skills include distinguishing and remembering separate phonemes in a series, onset and rime, segementing and pronouncing the initial sound of a word by using the following tasks; showing sequencesof single phonemes with colored blocks, What word? thumb and say the first sound in shoelace (/sh/). - blending At age 6, Basic Phonemic Awareness skills include syllable deletion, deleting part of a compound, onset-rime blending, beginning phoneme blending, phoneme segmentation,simple syllables with (no blends) by using the following tasks; Say parsnip. Say it again but don't say par. /sh/ - op (shop), say each sound in the word as you move a chip for each sound: /sh/ - /e/, /m/-/a/-/n/. - 2-3 phonemes

At age 6.5, Basic Phonemic Awareness includes, phoneme segmentation up to including blends, Phoneme substitution to build new words- simple syllables with NO blends, extracting and pronouncing beginning, final, and mediaphonemes from one-syllable words by using the following tasks; say phonemes while tapping sounds, change /j/ in cage to /n/, change to /a/ in cane to /o/. Say last sound in milk. Say the vowel sound in rope. - 3-4 phonemes At age 7, Advanced Phonemic Awareness includes; sound deletion, initial and final position, sound substitution in words with

by using the following

tasks;Say meat, Say it again without the /m/. Listen. What sound have I changed? Shrink, shrank, square, squire. - 5-6 phonemes At age 8, Advanced Phonemic Awareness skills include sound deletion, intial position,including

by using the following tasks; say prank. Now say in

again without the /p/. - blends At age 9, Advanced Phonemic Awareness skills include; sound deletion, medial and final blend position, phoneme reversal and phoneme chaining by using the following tasks; Say safe. Say the last sound first and the first sound last (face), in a of nex series words that change only one sound at a time, use colored blocks to show addition, deletion, substitution, and resequencing of sounds from one word to the . LETRS Unit 2: session 3

t

1. - Phonemic awareness instruction for young learners is most beneficial

when linkedwith phonics instruction. * True

True - The inventory of phonemes used in Spanish is nearly identical to that used inEnglish. * True

- A third-grade teacher wants to determine whether any of her students are at risk forreading failure. She should use a screening measure that assesses which of the following? *d. their ability to perform advanced phonemic awareness tasks - How much phonological awareness training should be done with students formaximum effectiveness? *c. a few minutes a day, several days per week - Which of the following changes typically take place once a child has grasped thealphabetic principle? Select all that apply. a. Spelling becomes more phonetically accurate. c. Attempts to decode text focus more on blending sounds.

Unit 2 - Session 3 Phonemic Awareness is

for learning to read and write in any alphabetic

writing system. - critical tests given to Kindergarten and First grade students have the bestpredictive validity if they include measures of phoneme segmentation, phoneme manipulation, or phoneme representation in phonetic spelling - Screening Screening measures are quite

at identifying students at risk if they

combinephonemic awareness with letter-name knowledge, letter-sound association, and vocabulary. - accurate Measures of advanced phonemic awareness are better

of reading

difficultiesfrom second grade onward. - predictors Whole class instruction that includes phonemic awareness training for a few minutes per day, several days per week, is one of the best

for future

reading failure.However, instruction must be linked to explicit phonics instruction (letter-sound correspondences) to benefit young learners. antiodotes Most at risk students will benefit from skills. -explicit

teaching of phonological

The

principle is the concept that English uses graphemes to

representphonemes. - alphabetic refers both to the sytstem of correspondenc between print andsound AND the approach to reading and spelling instruction. Phonics After age

, learning the phonology of a new language becomes

more challenging as brain circuitry for the production of sounds in a known language isalready established. - five

LETRS Unit 2 Session 4 T/F In many instances, two different consonant phonemes in English are formed thesame way in the mouth, but one is voiced and the other is unvoiced. - True T/F Adults often miscount the number of phonemes in a word because they tend torecall how a word looks in print and count the letters, not the sounds.

- True Which of the following sounds is an affricate, meaning it combines features of fricativesand stops? a. /k/ b. /ng/ c. /ch/ d. /zh/ - C. /ch/ Which of the following pairs are consonant sounds that students frequently confuse?Select all that apply. a. /t/ and /d/ b. /f/ and /p/ c. /m/ /n/

and

d. /z/ and /l/ - a & c Which of the following misspellings is phonetically accurate and does not indicatephonemic confusion? Select all that apply. a. writing "fan" for van b. writing "butn" for

buttonc. writing "chow" for show d. writing "kitn" for kitten - b & d

Unit 2 - Session 4 the Consonant Phonemes of English?

Phonemes are coarticulated or

together in words; sometimes sounds that

blend into one another are difficult to separate. - smushed Because of , individual phonemes are pronounced somewhat differently depending on the speech sounds before and ater them. - coarticulation

The slightly different pronunciation of a phoneme, depending on its place in a word iscalled... - Allophonic variation Adults pay more attention to print than they do to speech once they have stored a wordin the brain's visual word form area or , they tend to recall how the word looks in print and count letters, not sounds. - letterbox Teachers have learned different ways of

sounds that are

ofteninaccurate. - classifying Phonemes are distinguished from each other by the placement and action of the , and during articulation. - lips, teeth and tongue

The three

of sounds; continous or stop, voiced or unvoiced and

nasal. -distinctions Young

with underdeveloped phonological awareness often

confusethe speech sounds that share features. - students

Students can be directly taught to identify phonemes by directing their attention to whatthe

is doing and given them lost of practice "hearing" the

differences amongsimilar sounds. - mouth are formed with the obstruction of breath by the lips, teeth and tongue.

- Consonants English has

consonant phonemes. - 25

Consonant phonemes are described by thier

and

of articulation. -

place and manner of consonant phonemes are stops, nasals, fricatives, affricates, glidesand liquids. - Categories

There are three pairs of

; /p/-/b/, /t/ - /d/, /k/ - /g/ and they differ

in voicing. -stops The Stop phonemes /p/, /t/, /k/ are

. - unvoiced

The Stop phonemes /b/, /d/, /g/ are

. - voiced

The three

phonemes are /m/, /n/, and /mg/. - nasals

The four pairs of

are /v/ - /f/, /th/- /th/, /s/-/z/, /sh/ - /zh/

and they differ invoicing and /h/. - fricatives These fricatives are unvoiced... - /f/, /th/, /s/, /sh/ and /h/ These fricatives are voiced... - /v/, /th/, /z/ and /zh/ A

is a two letter combination (e.g., th, ph) that stands for

a singlephoneme in which neither letter represents its usual sound. diagraph There are two

phonemes /ch/ and /j/. They differ from affricatives

becausethey stop air before releasing it. - affricates The two affricatives differ, /ch/ is unvoiced while the is voiced. - /j/ The

consist of three phonemes, /wh/ is unvoiced and /w/

and /y/ arevoiced. - glides There are two liquids

phonemes /l/ and /r/, they seem to float in the mouth. -

Young student's early spellings often omit vowel letters from final syllables pronouncedlike /l/, /r/, /m/ and /n/. These spellings are accurate because there is no sounded, separate vowel sound in the final syllables. - phonetic The following consonant phonemes: /p/, /b/, /m/, /wh/, and /w/ are created with thisplace or mannner of articulation... - lips together The following consonant phonemes: /f/ and /v/ are created with this place or manner ofarticulation... - teeth on lip The following consonant phonemes; /th/ and /th/ are created with the place or manner ofarticulation... - tongue between teeth The following consonant phonemes: /t/, /d/, /n/, /s/, /z/, and /l/ are created with the placeor manner of articulation... - tongue on Ridge behind teeth

The following consonant phonemes; /sh/, /zh/, /ch/, /j/, /y/, and /r/ are created with theplace or manner of articulation... - tongue pulled back on roof of mouth The following consonant phonemes; /k/, /g/, /ng/, (/wh/), (/w/) are created with the placeor manner of articualtion... - back of throat The following consonant phoneme; /h/ is created with the place or manner of articulation... - glottis

LETRS Unit 2 Session 5 diphthong - Single vowel phonemes that glide in the middle. The mouth position shiftsduring the production of the phoneme. /oi/ in spoil /ou/ in couch /ī/ in light Schwa - Means empty in Hebrew. It is the vowel in an unaccented syllable such as thelast syllable in wagon.

Difference between long and short vowels - Long (tense) and short (lax) are arbitrary.They have little to do with the time it takes to say a vowel. They are to do with the muscle tension in jaw. Long = beet, bait, boat, boot, beauty, bite. Short = bit, bet, bat,pot, but, bought, book.

Vowels - A set of 15 phonemes in English (not including r-controlled combinations orschwa). It is an open phoneme that is in every syllable.

They can be classified by tongue position and height (e.g. front or low, mid or back, round) R-controlled vowels - When a letter is followed by an /r/ it's sound usually

changes. Itmay become totally unified as one phoneme or kept slightly separated.

LETRS Unit 2, Session 6 Spanish has 22 phonemes represented by 27 symbols, compared to English's 44 phonemes and 26 symbols. - true The variations common in African American English are predictable and governed byrules. - true Which of the following occurs as a result of coarticulation? Select all that apply. - allophonicvariations, in which we pronounce individual phonemes differently from howwould pronounce them in isolation misspellings of words that are, in fact, phonetically logical Which of the following misspellings likely results from confusion about unaspirated ordespirated stop consonants? - spelling skip as "sgip"

In which group of words does a tounge flap create significant differences betweenAmerican and British pronounciations? - cattle, city, metal

LETRS Unit 2 Session 7 Students in Ehri's prealphabetic phase need instruction in basic oral language skillsbefore manipulating phonemes. - True Sound chaining should begin with substituting the middle sounds and end sounds in aword, as these are most difficult. - False Which of the following principles are important for teaching phonological skills in particular? Select all that apply. - a. Focus students' attention on speech sounds beforefocusing on letters.

Include all English phonemes Which activities work with students at the early phonological awareness level?

Select allthat apply. - having students identify rhyming words in texts you read aloud saying a two-syllable word, then asking students to delete one syllable and say the wordthat results having students clap or tap to count the syllables in a word you say .

A colleague is going to start beginning sound chaining activities with students at the basic phonemic awareness level, using colored blocks to represent sounds. What is themost important guideline to follow? - Have students add, change, delete, or move only ONE sound at a time.

Some Kindergarten and First Grade students should start with the most basic listening, speaking and word awareness skills are not ready to start withmanipulation of individual phonemes. - preparatory readers according to Ehri's phase should begin with basicpreparatory listening, speaking and word awareness. Prealphabetic Some young students may be novices with preliteracy experience, dyslexic, or language delayed. They typically; score below benchmark on DIBELS, FSF

and PSF, do not attend to sounds, not aware of segmentation, onset-rime or syllables,cannot recognize rhyme, limited experience with books. - insufficient phase students who are ready to focus on basic phonemic awareness according to Ehri, typically; score below benchmark on DIBELS, FSF and PSF, may not identify all the sounds of English, cannot identify individual phonemes, guess at words, trouble remembering words, spelling is not phonetically accurate. - Early Alphabetic

phase students should master advanced phonological skills; manipulate sounds during deletion tasks, sound out new words, automaticity with sightvocabulary, say syllables or sounds in a word, recall words for spelling, pronounce similar words, such as pacific and specific. Later Alphabetic A typical

year old should have the skill of responding to rhyme and

alliterationduring word play. - 4 A 4 year old can use this task to practice appropriate skills;

rhyming words

oralliterative phrases in familiar storybooks or nursery rhymes. - reciting A typical

year old should be able to have rhyme recognition; odd

word out;clapping, counting syllables, match words with the same first sound. - 5 A 5 year old can use this task to practice appropriate skills; Which rhyme?, DoMary and Martha starte with the same sound? - words A typical

year old should have the ability to distinguish and remember

separatephonemes in a series, blending onset and rime, segment and pronounce the initial sound of a word. - 5.5

A 5.5 year old can use this task to practice the appropriate skills; Show sequences of phonemes with colored blocks, Whay word? th-umb, Say the first soundshoelace /sh/. - single A typical

year old should have the ability to delete syllables, delete

part of acompound, onset-rime blending, phoneme segmentation, simple syllables with 2-3 phonemes (no blends). - 6 A 6 year old can use this task to practice the appropriate skills; say parsnip.

Say it againbut don't say par, /sh/ - op (shop), say each sound in the word as you move the /sh/ -/e/, /m/-/a/-/n/ - chip A typical

year old should have the ability phoneme segmentation

up to 3-4phonemes, phoneme substitution to build new words, extracting and pronouncing beginning, final and medial phonemes. - 6.5

A 6.5 year old can use this task to practice the appropriate skills; say separate phonemes while you

the sound: /b/-/a/-/ck/, change the /j/ in cage to

/n/. Say thelast sound in milk. - tap A typical

year old should be able to sound deletion, initial and final

position,sound substitution in words with 5-6 phonemes. - 7 A 7 year old can use this task to practice appropriate skills; say meat. say it again with /m/.

. What sound have I changed? Shrink, shrank - Listen

Unit 2 - Session 7 Phonological Skills

A typical

year old should be able to sound deletion initial and finally

position,including blends. - 8 An 8 year old can use this task to practice appropriate skills; Say prank.

Now say itagain

the /p/. - without

A typical

year old should be able to sound deletion, medial and

final blendposition, phoneme reversal, phoneme chaining. - 9 A 9 year old can use this task to practice appropriate skills; Say snail. Say it again without /n/, Say smoke. say it again without /m/. Say safe. Say the first sound last andthe last sound first. (face). Use colored blocks to shw addition, deletion, substitution, and resquencing of from one to the next. sounds Early Phonological Awareness include; read aloud, rhyme judgement, rhyme matching,alliteration, syllable blending-deletion-counting, initial sound

matching, onset-rime division and manipulation, rhyme production. - Pre K or beginning Kindergarten Basic Phonemic Awarenss include; What sound?, Final sound matching, blending phonemes, Initial and Final Sound Substitution, middle vowel substitution, tracking sounds changes with colored blocks (beginning sound chaining). - Grades K -1 Advanced Phonemic Awareness include, blending longer words, longer sound chains (three sounds, one to three sounds, Blend (CCVC, CVCC), minimal pairs, sound deletion, sound reveral, syllable and affix substitution and deletion and pig latin - Grades2-3

LETRS Unit 2 Session 8 T/F Assessing phonological skills is almost never appropriate after a child hascompleted first grade. - False T/F Phonemic awareness is difficult to measure directly as an isolated skill. True

What features separate the PAST from other phonological skills assessments? Selectall that apply. a. It can be successfully administered to preschool-age children.b. Automaticity is a factor in determining a student's score. c. It is much briefer and more convenient to administer than other phonologicalawareness assessments. d. The assessor gives corrective feedback if the student responds incorrectly. b&d Which kinds of tasks are the primary focus of phonological skills assessment in gradesK-1? a. counting and blending syllables b. identification of onset sounds, alliteration, and

rhymec. phoneme segmentation and blending d. phoneme deletion, substitution, and reversal - c Kelsey is in grade 2. Previously a strong reader, she has now fallen behind.

She readsgrade-level texts haltingly, struggling to recognize words with blends. Which phonological task would she likely struggle with? Select all that apply. a. "Say rainbow. Now say rainbow but don't say rain.'"b. "Say crate. Now say crate but don't say /k/." c. "Say sun. Now say sun but instead of /s/, say /f/."d. "Say bask. Now say bask but don't say /s/." - b&d

Unit 2 - Session 8 All screening assessments that align with scientific research on the prevention of reading difficulties include some assessment of

in

Kindergarten and First grade. - phonological awareness Screening and diagnostic assessments often begin with phoneme

and

tasks because those tasks are the most reliable and accurate predictorsof word recognition. - segmentation and blending After the middle of first grade,

and blending decline in predictive

validityand reliability, and different kinds of screening tests become more informative. - segmentation Phonemic awareness is difficult to isolate, measure, and quantify reliably as a separate strand of the

. - Reading Rope

The phonological component of word recognition is closely interwoven with and spelling as soon as students learn to recognize graphemes and wholewords. - word reading

Phoneme manipulation tasks include phoneme deletion and substitution and phoneme . - reversal Phonological processing is an

term that encompasses many

linguisticabilities having to do with speech perception and production. umbrella Phonological awareness is a

proficiency that includes the ability

to divide a word into spoken syllables, onset-rime segments, and individual phonemes. -metalinguistic sounds are divided into consonants and vowels. - Speech Speech sounds that are similar in

and

of articulation are the most

easily confused. - place and manner teaching of phonemic awareness is important because it enables students to form accurate concepts of speech sounds that will anchor their learning ofvocabulary words and letter sequences in print. Direct Phonological awareness tasks can be basic, toadvanced skill levels. - ordered

by difficultly from early, to

LETRS Unit 3 Assessment Quiz.

Which of the following is not one of the strands in Scarborough's Reading Rope? -Guided reading

How can code-emphasis or phonics-emphasis instruction be used most effectively? -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 ofconsonant blends? - blink, frog, twist

Which word group might a teacher include in a lesson focused on reviewing consonantdigraphs? - thorn, show, chase

In a complete phonics lesson of 30-40 minutes, which activity would typically not beincluded? - partner reading of a trade book of high interest to the students

Of all the phonic correspondences represented in these words, which pattern is likely tobe learned after the others? - 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? - 50%

How many graphemes are in the word weight? - 3

Which of the following tasks would best provide practice for learning letter formation inkindergarten? - tracing a model following numbered arrows on lined paper

In Ehri's early alphabetic phase of word-reading development, students know someletter-sound correspondences and most letter names. A student at this level is most

likely to progress with instruction focused on: - 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/. echo

A good phonics lesson should include opportunities for students to directly apply thephoneme-grapheme relationships that have been explicitly taught. Which text type would best provide the practice needed?

- decodable texts

Which of the following is the best example of a well-designed word list for a wordchaining activity? - rat, 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 willrecognize and spell words that begin with a? - Teach systematic decoding of sound- symbol correspondences beginning with short a

What is true about the relationship between reading and spelling? - Spelling is generallyharder than reading because the exact letters of the word must be recalled.

LETRS Unit 3 All Sessions 1-8 (Answered, Complete Solution guide)2022 LETRS unit 3 session 1 Teachers who take a code-emphasis approach to instruction generally do not discussthe meanings of words being taught. - False The ability to decode a new, previously unknown printed word, in or out of context,depends on (select all that apply): - A. Knowledge of phonemegrapheme correspondences.

C. The ability to blend phonemes and graphemes quickly.

The term phonics may be used to refer to (select all that apply): - -the system of phoneme-grapheme correspondences that are the basis for an alphabetic orthography.

-an essential component (one of the five pillars) of effective reading instruction -a strategy for decoding new words and storing them in orthographic memory.

Which of the following are typical of meaning-emphasis approaches to instruction?Select all that apply - -emphasis on reading leveled texts individually -use of context (such as illustrations) to read words in texts Which of the following is typically done as an extended practice activity in phonicslessons? - timed reading of learned words

Unit 3 - Session 1

represents the two major components of learning to read: wordrecognition and language comprehension. - SVR The Reading Rope identifies three major strands or subskills that contribute to printed word

; phonological awareness, decoding, and sight word

recognition. -recognition awareness emphasizing the strong predictive relationship between phonemic awareness and learning to read an alphabetic writing system. - Phonological

is the ability to translate a word from print to speech, usually by employingknowledge of sound-symbol correspondences. - Decoding To know what the word actually says, the reader must look closely at all the letters and them into sound and sense. - recode

is the goal of word study, or the point of learning to decode by phonics and to recognize orthographic patterns, is to developautomatic recognition of words. - Sight Word Recognition The term

refers to three different aspects; phoneme-grapheme

correspondence, strategy for decoding new words, essential component of reading (oneof the five pillars). - phonics Phonics instruction offers a critical

for most students in the

regularclassroom and in intervention programs. - advantage Explicit,

, cumulative instruction that teaches students to

decode graphemes and blend the corresponding phonemes and/or syllables received strongersuppor in high-level research than other types of instruction. - systematic Phonics may not be

with a given student if that student's

phonological awareness is seriously underdeveloped because phonemic awareness is the foundationfor acquiring decoding skill. - effective Scope and sequence of phonics and word-reading skills determine lesson design andsequence, and type of reading practice. Is what feature of the reading program? - Organization Decodable; contains high proportion of pattern words that have been taught. Is whatfeature of the reading program? - Texts for Reading Phonemic awareness, explicit phonics, fluency, vocabulary, comprehension, writing;use of decodalbe text at K-1 level. Is what feature of the reading

program? - Content About half the time spent on word work (phonological awareness, phonics, fluency in word recognition), the rest on language and oral reading in K-1. Is what feature of thereading program? - Instructional Time More teacher-led activities; teacher actively leads students through decoding activitiesand guided practice. Is what feature of the reading program? - Method/Teacher Role Students asked to look carefully at the word, sound it out, check and see if it makessense. Is what feature of the reading program? - Corrective Feedback Skill building from sounds to words to sentences to text with high percentage of wordsthat have been taught. Is what feature of the reading program? Types of Practice Components of a

Plan include; state goal and

purpose, practice phonological awareness, review previous lesson, introduce new concept, provide guided practic, provide extended practic, practic dictation, connect toword meaning, read text. - Phonics Lesson

Unit 3 - Session 3 Ehri's Phases Guide Instruction Students are likely to demonstrate one set of phase characteristics before to the next phase, in which the student's approach to reading willbe qualitatively different from the previous phase. - graduating Teaching must be

to the appropriate student level for growth to

occur. -matched A student knows some, but not all,

names and forms;

practice alphabet matching, naming, and ordering until alphabet letters can be named in random order and put in order. - alphabet letter A student may be aware of how

looks - alternating letters, spacing, etc.;

practice writing the letters until the alphabet can be written to dictation (model), dictation(no model) and memory. Use lowercase for writing; use uppercase and lowercase for naming. - print A student may not understand the concept of a

; has little

phonemic awareness; Gradually build associations between gestures, key words, andspeech sounds. Emphasize articulation. - speech sound A student is beginning to match words

by initial consonants; Blend the

partsof compounds, then syllables, then onset-rime units, then phonemes in one-syllable, simple words. - orally

A student may lack knowledge of word

or information required to

understand text; Build vocabulary through read-alouds, theme units, and expressive language games. Stimulate verbal expression through retelling, structured conversation,and question-response routines. - meaning A student tries to sound out by associating sound with letter and, perhaps, another letter or two; guesses at the rest; Match all sounds on consonant and vowelcharts to key words and common spellings. - first A student wants to

on context (e.g., pictures, topical knowledge) to

guess at words; Blend known phoneme-grapheme correspondences into words, left to right, asconsonants and vowels are learned. Practice automatic recognition of high-frequencywords (regular and irregular, a few per week. - rely A student begins to read simple

with known words; Start to read

decodable textwith known letter-sound correspondences and highfrequency words. - sentences

A student attends to books read aloud, and questions, and retells what the reading is about; Browse text and predict before reading. - asks and answers A student understands the

of classroom instruction; Differentiate question

words (who, what, when, where, why, how); ask and answer questions. Retell or summarize what was read. - language A student writes simple sentences to

; participates in shared

writing;composes orally and attempts new spellings; Begin to spell highfrequency words accurately and to spell regular words by sound. dictation A student can spell words

, with all the speech sounds

represented (letter name spellings still common); Increase knowlege of rime patterns, word families,"choice" spellings for consonants, and most common spellings for all vowel sounds. - phonetically A student shows knowlege of letter

and orthographic

constraints;Read and spell blends and diagraphs. - patterns A student is learning the most common

words for reading and spelling;

Read and spells words with short vowels, vowel-consonant-e, and inflections such as -ed, -s, -ing. - sight A student is starting to chunk common

and letter sequences - such

as -ing and -ack-and to read by analogy; Learn vowel teams and vowel-r patterns. - syllables A student can read decodable text, although not

; commonly reads

wordby word; Read decodable text with learned patterns and sight words, increase fluency.Reread for context if decoding attempt does not make sense. Partner read; use peer- assisted tutoring routines. Expand themerelated vocabulary. Write and publish first storybooks. - fluently A student can generalize phonics skills to

words, then uses context

asbackup; Increase accuracy and automaticity with high-frequency words and regular words for reading. - unknown A student is increasing

in passge; Decode two-syllable and three-

syllablewords, using most common syllable division principles. - fluency A student recognizes more than 200

-

words by sight;

Increase speed to 60-90 words per minute with independent reading material (95% correct). - high-frequency

A student uses context to fully identify the

of new words; Expand

vocabulary at rate of 800 or more words per year through second grade, then at the rate of 2,000 words per per. - meanings A student can employ beginning comprehension

- browsing,

anticipating,questioning, clarifying, retelling and summarizing - with teacher support; Deepen awareness of different genres-narrative and expository-and how they are organized. - strategies A student can

readable compositions with capitals, end

punctuation, andmost words spelled correctly or phonetically; Plan before writing and stick to the plan. - compose If students are lacking basic phonemic awareness, it is likely that their needs fit theprofile of learners. - prealphabetic If students have partial phonemic awareness, but not full phonemic awareness, and arebeginning to pair alphabet letters with sounds, the students may fit the profile of learners. - early alphabetic If students have phonemic awareness and can spell each sound phonetically, but arejust learning how printed words are actually spelled, they are likely in the phase. - later alphabetic If students have phonemic awareness and knowledge of basic phonics but need to readwhole words, syllables, and morphemes with more fluency, they are probably in the

phase. - consolidated alphabetic One of Ehri's most important points is that sight word learning - fast recognition of words - is

by and correlated with phonic knowledge, or the ability

to matchphonemes and grapheme rapidly and accurately. - facilitated

read under

and

conditions. - timed and untimed

The most direct way to measure automatic recognition of real words is with graded lists, LETRS unit 3 session 3 When students are "graduating" to the next Ehri's phase, their approach to reading willbe qualitatively different than the previous phase. - True Students with solid phonics skills tend to recognize sight words more quickly, reguardless of how regular the words' spelling are. - True kasey has solid phonemic awareness and knows all 26 letters. Her phonetic spellings ofspeech sounds are logical, but she is just learning to spell words.

Which phase best describes her? - later alphabetic

Which is the best way to assess students' ability to recognize real words in print? - Havestudents do timed and untimed readings of regularly spelled nonsense words and real words; check that they can recognize words within two seconds.

Which of the following should be a major instructional focus for students at the consolidated alphabetic phase? Check all that apply. - -Have students decode two andthree syllable words -Have students learn to plan before writing, and compose according to the plan.

LETRS unit 3 Decoding - The ability to translate a word from print to speech, usually by employing knowledge of sound symbol correspondences; also the act of deciphering a new wordby sounding it out.

Graphemes - A letter or letter combination that spells a phoneme; can be one, two,three, or four letters in English (e.g., e, ei, igh, eigh).

Scarborough's Reading Ropes identify 3 major strands or sub skills that contribute toprinted word recognition. What are they? - Phonological awareness, decoding, and word recognition Orthography - A writing system for representing language.

True - To know what the word actually says, the reader must look closely at all the lettersounds and recode them into sound and sense What is word study? - The point of learning to decode by Phil's and to recognize orthographic patterns

What is the goal of word study? - To develop automatic recognition of words we've seenbefore and recall word spellings for writing. Example: word specific knowledge like bare and bear and your, you're. irregular words - A word whose spelling or pronunciation does not conform to thesystem of sound-symbol correspondences or syllable patterns Explain the 4 part processing model - Context to meaning, meant to phonological andorthographic When students' abilities to read real words are tested with lists, using a timer, the strand of the Reading Rope is being assessed Sightrecognition True or false: the letter x is the only letter that stands for two phonemes, /k/ and so/ andoccasionally /g/ and /z/. - True

What is a blend? - A blend is not one sound but 2 or 3 adjacent consonants beforebefore or after a vowel in a syllable. Example: c-l (clean), s-t (most), thr(thrush) Name Ehri's Phases - Prealphabetic, early alphabetic, later alphabetic, and consolidated alphabetic Pre-alphabetic - Knows some, but not all, alphabet letter names and forms; does notknow the sound they represent Early alphabetic - Tries to sound out words by associating a sound with the first letterand perhaps another letter or two Later alphabetic - Can spell words phonetically, including all the speech sounds, but isnot accurate Consolidated alphabetic - Generalizes phonics skills to unknown words, then usescontext as a backup to recognize words.

What is the purpose of a word chain - To give students practice recognizing subtle differences between and among similar sounding words example: shin, thin, thimble,shim, sham, mam, mash, math. (Tell students when a "word is a nonsense word) What are the types of word sorts? - Open and closed What is the difference in open and closed sorts? - In a closed sort, the teacher tells thestudents how to sort the words and provides the names of the categories. Open sorts are open-ended and therefore more difficult then

closed sorts.

What is the purpose of decodable text? - Decodable text serves the specific purpose orproviding ample practice using and reading words with the phonic elements that have been taught decodable text - Beginner-oriented books that contain the same letters or word patternscurrently being studied, or those previously taught.

High frequency words - Words that occur most often in English writing.

LETRS Unit 3 Session 4 Knowledge of letter names in kindergarten is an excellent predictor of later readingsuccess. - 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 Which activities are recommended to help students develop visual-motor skills before they learn to form letters? Select all that apply. - tracing and drawing geometric shapesAND drawing circles and lines on sandpaperAND skywriting in the air with large movements When teaching letter formation, which strategy can be used to group letters together forinstruction? - 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. - Avoid words in which nasalization affects the way a vowelis pronounced, such as angry for /ă/.

AND Avoid words in which a consonant appears as part of a blend, such as stop for /s/.AND Avoid words with phonemes that sound like letter names, like empty (m - t).

Unit 3 - Session 4 How Should Instruction Begin?

Students should be introduced to one new letter name every

or

days.

- one or two During the first

weeks of Kindergarten, the names of all the

letters,uppercase and lowercase, should be direct taught through a combination of direct teaching and play-based experience with manipulatives. - 6-8 Knowledge of letter names and fluency of letter naming in Kindergarten are among thebest of later reading success. - predictors

of letter naming include; beginning of orthographic processing;discrimination of confusable letters, clues of phoneme-grapheme matching,spelling (orally and silent) requires memory for letter names. Advantages Early Kindergarten students need daily experiences with hands on such as alphabet puzzles; shapes for letter building, sand tracing, whipped cream, sandpaper or templates for matching wooden or plastic letter shapes. - manipulatives

Before asking young children to hold a pencil and control it in a small space, teachersby writing large objects or shapes. - tracing Young learners need

guidelines to learn differences between tall

letters,short letters and letters below the baseline. - spatial When children learn to write individual letters, they are developing both (hand movement) and

(letter recognition) skill. - graphomotor

and orthographic Effective teaching for writing includes;

descriptions and verbal

coachingand showing model letters with numbered

indicating the

sequence of strokes. - verbal; arrows These letters require a

circle; a,c,o,d,g,q. - counterclockwise

These letters require a

first line; b,f,h,l,j.i,k,m,n,p,r,t,u -

downward These letters with The

lines and diagnols; e,s,v,w,x,y,z - horizontal

of every instructional sequence is accurate,

automatic wordrecognition, and/or recall of specific words for writing. - goal Teachers should follow a

to teach new correpondences

explicitly. -routine It is

to ask students to write lengthy compositions by hand before

they have automatized good letter-formation habits. - counterproductive procedures are best introduced in phonics lessons using simpleCVC words (e.g., sun, mop, red) that do not have blends. - Blending Encourage students to begin to blend words silently or in a sayingthe whole word aloud. - whisper

before

LETRS UNIT 3 SESSION 5 Word chain activities should use real words only. - false Open sort activities are most appropriate for advanced students who already know howto look for an orthographic pattern. - true About how many words should be used within a lesson to provide practice with a givensound-symbol correspondence? - 15-30 Which activities provide direct practice working with word meaning? Select all thatapply. - a. word webs d. word classification Which activity is best for helping students distinguish between easily confused speechsounds such as /k/ and /g/? - b. a word chain using minimally contrasting pairs

Unit 3 - Session 5 What Kind of Practice is Necessary?

To reinforce the mental habit of using

skills, each lesson

should provide practice reading between 15-30 words that have the soundsymbol correspondences that the students has been taught. - phonic decoding

Sounds and graphemes must be processed to commit a word to

.-

memory In a

sort, the teacher tells the students how to sort the words and

procives the names of the categories. Closed sorts are more structure than open sorts and areexcellent for guided practice of a concept that has been taught. - closed sorts are open-ended and therfore more difficult than closed sorts. Not allwords fit into the specified categories; some fit in doesn't belong. - Open It is important to be clear whether students should sort words by sound or spelling

. - pattern is a good way to reinforce the idea that

somegraphemes are used only at the ends of words. - Word building

The purpose of a

is to give students practice recognizing subtle

differences between and among similar-sounding words. Should differ in only one phoneme. - word chain are groups of words that share recurring rime unit, meaningthe vowel and what follows in a syllable. - Word families Some words have which facilitates word recognition, so it is important to teach word meanings to beginning readers. - multiple meanings

Learning multiple meanings of words

up the word retrieval and

word recognition and contributes to both vocabulary development and reading fluency. -speed Words in

are helpful for beginning readers. - context activities in which students must decide if

words belong in the same meaning category are also productive for both building the mentaldictionary and reinforcing decoding skills. - Word classification

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 canrecognize 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 spellingpattern. c. Their spellings are somewhat irregular.

How often should teachers introduce students to new irregular, highfrequency words? -b. three to five times per week

Unit 3 - Session 6 How Can Spelling Be Taught Using Dictation?

For most students

is considerable harder than reading. - spelling

By second grade, the spelling component of a program should be

from the

reading component because some patterns and words that are relatively easy for reading are much harder for spelling, and vice versa. - separate State concept focus and expectations for outcomes align with component of the phonicslesson? - State Goal and Purpose Warm-up exercises, listening to and manipulating sounds in spoken words align withcomponent of the phonics lesson? - Practice Phonological Awareness Fluency drills; rereading familiar text; checking retention of learned words or conceptsalign with component of the phonics lesson? - Review Previous Lesson Explicit, direct teaching of new phoneme-grapheme correspondence or letter patternalign with component of the phonics lesson? - Introduce New Concept Teacher-led practice blending words, reading pattern-based words, phonemegrapheme mapping, reading phrases and sentences align with component of the phonics lesson? -Provide Guided Practice Word sorts, word chains, word families, cloze tasks; timed reading of learned wordsalign with component of the phonics lesson? - Provide Extended Practice Dictation of sounds, words, sentences align with component of the phonics lesson? -Practice Dictation

With phonics vocabulary, construct multipe-meaning web; locate words that have similarmeanings or that go together; find the odd one out in a set of words; use two vocabularywords in a sentence, etc. align with component of the phonics lesson? - Connect to Word Meaning Read decodable text with a high proportion of words that have been taught align withcomponent of the phonics lesson? - Read Text Spelling

in the phonics portion of the lesson is very valuable. -

dictation A

is any word that is recognized instantly, by sight, whether it is

spelled reguarly or irregularyly. - sight word A well designed program introduces high-frequency words week. -3-5

times per

LETRS Unit 3 Session 7 Leveled texts are ranked on objective readability criteria, gradually becoming moredifficult as students progress through the levels. - false If a teacher follows a systematic process for transferring phonics skills to text, it's reasonable to expect students to read a decodable passage independently after a weekof instruction. - true A school library has available a series of lavishly illustrated predictable texts written in verse. What are the most appropriate ways to use these in the classroom? - NOT "c. Read them to students repeatedly. When students have learned much of the text by heart, recite verses together." and NOT "b. Find predictable passages with at least onepattern word. Use these for the textreading component of phonics lessons."

Students are reading a decodable text that uses only pattern words or highfrequencywords students have been taught. What level of reading accuracy is reasonable to expect? - 95% Over the course of a week of phonics instruction, which step in the Transfer to Text Process is the first that can be phased out? - b. Practice reading skill words in isolationbefore reading them in a passage.

LETRS Unit 3 Session 8 The quality of Tier 2 and Tier 3 instruction is the most important variable affectingstudent progress in grades K-3. - false

Successful implementation of an RTI or MTSS model depends on collaboration amongall faculty. - true What proportion of students are likely to need Tier 2 or Tier 3 instruction even when Tier1 instruction is effective? - at least 20 % Based on the assessment data presented in this session, what can you conclude abouthow teachers professional development (PD) affects students' performance outcomes?

- d. PD to build teacher expertise and provide coaching supports significantly improvedstudent performance.

Your district has selected a solid, research-based core instructional program for reading. Which guideline best explains how an individual teacher should implement thisprogram? - b. Follow it, but if necessary supplement it, or adjust the pacing to meet students' needs.

Unit 3 - Session 8 Basic

identified as the drivers of assessment and instruction practices; who

needs help?, what kind of help do they need? Is the help helping?, if not, what needs to be changed? - questions The main

of schooing is on the measurable components of

academic skilldevelopment and how to teach them most effectively. focus Diagnostic considerations are always important, but implementing instruction al all must be everyone's primary concern. - tiers Systematic, cumulative, explicit instruction is the

to reading

failure. -antidote came about because of the evidence that early identification and interventionare critical for students at risk. - RTI Even when regular classroom instruction (Tier 1) is effective, at least percent of the students are still likely to need either small group (Tier 2) or intensive(Tier 3) instruction. - 20

the critical strands of the

provide structure and a set of

Core instructional programs with cumulative and comprehensive skill development of all resources for teachers. - Reading Rope

LETRS Unit 3 Test Questions & Answers Teachers who take a code-emphasis approach to instruction generally do not discussthe meanings of words being taught. - False The ability to decode a new, previously unknown printed word, in or out of context, depends on - knowledge of phoneme-grapheme correspondences and the ability toblend phonemes and graphemes quickly.

The term phonics may be used to refer to - the system of phoneme-grapheme correspondences that are the basis for an alphabetic orthography, an essential component of effective reading instruction and a strategy for decoding new words andstoring them in orthographic memory.

Which of the following are typical of meaning-emphasis approaches to instruction? - emphasis on reading leveled texts individually and use of context (such as illustrations)to read words in texts Which of the following is typically done as an extended practice activity in phonicslessons? - timed reading of learned words Regularly spelled words - three, day, bird, goose, mouse, maybe, go, have Irregularly spelled words - yacht, love, father, you Why is the letter "x" referred to as an odd letter? - Letter "x" can represent two phonemes.

Which word contains a consonant trigraph? - ditch (-tch)

Which is an example of a consonant blend? - shr What is the difference between a digraph and a blend? - Blends represent more thanone sound; digraphs represent one sound.

Which of the following sets includes ONLY consonant blends? - fl, br, nd How many phonemes are in the word "flax"? - 5 How many phonemes are in the word "quick"? - 4 Which pair of words has the same number of phonemes? - tax and flash Which of the following sets includes only words with vowel teams? - slight, drain, snow

Which is the most consistent pattern in the way English uses vowel graphemes? -Single letters are used to spell short vowel phonemes.

What makes the vowel-r combination difficult for students to learn to read and spell? -The sounds made by the vowel and the "r" overlap and influence each other.

Consonant Digraph examples - chimp, girth, wash VCe (Vowel-Consoant-e) examples - broke, flame, site Silent Letter Grapheme examples - bomb, knee, knight Vowel Team examples - knee, sail, knight Vowel-r examples - girth, star, fur Consonant Blend examples - broke, chimp, flame, star Floss Rule Words - loss, stuff, full, fizz Non-floss rule words - gift, gas, his, gel Complete this sentence: A complex syllable is a syllable that contains a consonantblend Complete this sentence: Vowel teams in English can have up to

letters. - Four

Which group of words include only words that have consonant digraphs, and no wordswith blends? - father, shin, reach, rough, phone, bang

Which set of words illustrates both the Floss Rule and the "-ck" Rule? - slick, kiss, cuff Roughly half of all words in English can be spelled correctly based on establishedsound-symbol correspondences. - True When students are "graduating" to the next Ehri's phases, their approach to reading willbe qualitatively different than the previous phase. - True Students with solid phonics skills tend to recognize sight words more quickly, regardlessof how regular the words' spelling are. - True Kasey has solid phonemic awareness and knows all 26 letters. Her phonetic spellings ofspeech sounds are logical, but she is just learning to spell words.

Which phase best describes her? - Later Alphabetic

Which is the best way to assess students' ability to recognize real words in print? - Havestudents do timed and untimed readings of graded word lists; sight words should be recognized within one second.

Which of the following should be a major instructional focus for students at the consolidated alphabetic phase? - Have students decode two- and three-syllable wordsand learn to plan before writing, and compose according to the plan.

Which grouping of letters best supports instruction in letter formation and why? - Groupall letters that begin with a downstroke (b, n) together Which is the most effective order of instruction for teaching a new letter formation? -Skywrite with wide arm motions; write as teacher describes; practice Which of the following letter-sound correspondences should be taught early on? -m,s,t,a Which of the following letter names and corresponding sounds are easiest to learn andwhy? - "d", "j", "p", "z", because their corresponding sounds come first in the letter names When and how should letter names be taught? - Teach one new letter every 1-2 days.

Which key word is the best example of the short "e" sound-symbol correspondence? -echo Short a Key Word - astronaut

Short e Key Word - Edge Short i Key Word - it Short o Key Word - October Short u Key Word - Uptown Words you shouldn't use as short vowel key words - Under, east, elevator, Alaska, in,ice, ambulance, earth, on, order, urban Instead of having students move their hands like a snake for the sound /s/, the teachercould ask students to point to a picture of a snake. - True Why did the teacher have students scrape with their hands when they heard the sound /k/ in a word? - to help students pay attention to how they scrape their tongues whenmaking the sound /k/

Why didn't the teacher use "ship" as a key word instead of "snake"? - She is notteaching the digraph "sh" and the first sound in "ship" is /sh/ not /s/.

"Thud" has three phonemes. With which phonemes might a Spanish-speaking EL havedifficulty? - All the phonemes (unvoiced /th/ spelled 'th", /u/ spelled "u", and /d/ spelled "d") could cause difficulty.

After blending activities are introduced, these activities need to be modeled only once ortwice a week. - False. These activities should be modeled daily.

Which set of words would work well for introducing blending routines? group 1: kit,sad, map and group 2: fad, pop, bed. All CVC words.

Knowledge of letter names in kindergarten is an excellent predictor of later readingsuccess. - 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 Which activities are recommended to help students develop visual-motor skills before they learn to form letters? - tracing and drawing geometric shapes, drawing circles andlines on sandpaper, skywriting in the air with large movements When teaching letter formation, which strategy can be used to group letters together forinstruction? - Group letters with similar overall shapes and/or first strokes.

Which guidelines should teachers follow when choosing key words for sound-spelling cards? - avoid words in which nasalization affects the way a

vowel is pronounced such as angry for short a, avoid words in which a consonant appears as part of a blend, suchas stop for /s/, and avoid words with phonemes that sound like letter names, like empty(m-t).

When using word lists, teachers should always call on individual students to read thewords. - False In the exercise shown, why was a "ringer" word included in the first list? - To helpstudents distinguish among vowels in CVC words CVC word examples - chip, shack, fish, net CCVC word examples - trash, thrash, blip, stop CVCC word examples - champ, rags, camp CCVCC word examples - flips, shrimp, brand

Which word chain would be the easiest one for students just beginning to learn wordchaining? - pop, cop, mop, top, hop Word chains using minimally contrasting pairs can be done as a teacherled activity,group work, or an independent practice activity. - False Which chain shows a progression of minimally contrasting pairs? - bud, bug, bag, big,pig, pug What reading skill is developed by working with word families? - the ability to process"chunks" of words (common rimes) Which group of words below is a word family? - cane, pane, lane, mane, Shane Choose the word that works best with this sample word chain: chat,

, map,

gap. -mat Choose the word that works best with this sample word chain: mop,

,

ship, lip -shop Which of the following word chains is NOT appropriate for instruction? met, pen, hen,bun, ton Which of the following word chains IS appropriate for instruction? - top, mop, map, tap,tip Word chain activities should use real words only. - False Open sort activities are most appropriate for advanced students who already know howto look for an orthographic pattern. - True

About how many words should be used within a lesson to provide practice with a givesound-symbol correspondence? - 15-30 Which activities provide direct practice working with word meaning? word webs andword classification Which activity is best for helping students distinguish between easily confused speechsounds such a /k/ and /g/? - word chain using minimally contrasting pairs Nearly all high-frequency words in English are irregular. - False Good instruction primarily emphasizes teaching irregular high-frequency words. - False 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(capitalization and end punctuation). - True Which is the best definition of the term sight words? - any words a reader can recognizeinstantly and read How often should teachers introduce students to new irregular, highfrequency words? -three to five times per week Which text type includes phrases repeated frequently with only one or two words thatchange? - Predictable Which text type includes words often seen in text, regardless of what patterns havebeen taught? - high-frequency Which text type mainly includes words that follow patterns previously taught in phonicslessons? - Decodable Which text type does NOT support weak readers' skills even though students are oftenassigned it based on tests? - Leveled Asking questions during reading is not recommended, because this is can distractstudents. - False Leveled texts are ranked on objective readability criteria, gradually becoming moredifficult as students progress through the levels. - False If a teacher follows a systematic process for transferring phonics skills to text, it's reasonable to expect students to read a decodable passage independently after a weekof instruction. - True

A school library has available a series of lavishly illustrated predictable texts written in verse. What are the most appropriate ways to use these in the classroom? - Use themas teacher read-alouds to enhance oral language and comprehension skills.

Students are reading a decodable text that uses only pattern words or highfrequencywords students have been taught. What level of reading accuracy is reasonable to expect? - 95% Over the course of a week of phonics instruction, which step in the Transfer to Text Process is the first that can be phased out? - Practice reading skills words in isolationbefore reading them in a passage.

LETRS Unit 4 Assessment Test & All Sections quizzes1-8 (answered_Complete 2022.

LETRS Unit 4 Assessment Based on the grapheme representing /sh/, which word is probably from French? -machine Which of the following words is most probably from the Anglo-Saxon layer of English? -playground Because of arbitrary and historical conventions governing English orthography, someletters can never be used to end a word. Which word can be explained by that principle? - have If you were teaching the soft c for reading and spelling, which words could be used asexamples? - circus, cycle, center Which of the following two-syllable words contains an open syllable followed by a closedsyllable? - secret Which of the following two-syllable words contains a vowel team syllable followed by asyllable with a vowel-r pattern? - power If a third-grade student writes, "My new puppy is very plafull," what does his misspellingof the word playful most likely indicate? - He needs to learn to think about the morphemes, or meaningful parts, in longer words.

Which word might be found in a lesson on adverb (adverbial) suffixes? -

happily What is the best definition for oral reading fluency? - reading with accuracy, expression,and sufficient speed to support comprehension What is the most critical step in the process of teaching students to recognize printed words automatically, with little effort? - Ensure that students can apply their knowledgeof phonics patterns to unknown words.

At what point in a student's reading development do you no longer need to spend anyinstructional time on systematic, explicit instruction in phonology, phonics, and syllabification? - when students can rapidly and accurately read a wide variety of multisyllabic words both in isolation and in a text

Letrs Unit 4 Session 1 Direct instruction in word structure ( as distinct from phonics instruction) improvesaccuracy and automaticity in reading - True Many common English words combine simple Anglo-Saxon words with Greek derivedforms. - False Proficient word reading requires using the mental process called: Orthographicmapping New scientific terms in the physical sciences for example most likely to be coined fromwhich language? - Greek Which sound-symbol correspondences are common in words of AngloSaxon origin? -Use of kn for the /n/ sound Use of silent e

Unit 4 - Session 1 Proficient word reading requires rapid recognition of all relevant layers of word structure in a mental process called . - orthographic mapping

English is a

orthography, knowing a word well means being able to

identifyall the aspects of language represented in the printed word, including the meaningful parts, syllables, graphemes, and phonemes. - deep A

is a letter or letter combination that spells a phoneme; can be

one, two,three or four letters. - grapheme A

is a speech sound that combines with others in a language

system tomake words; English has 44 phonemes. - phoneme The language from which a word came into English, as well as its history of use, oftenexplains a word's spelling. - Language of Origin -

correspondences are the mapping between

speechsounds and letter groups. - Phoneme-grapheme

The _

of a phoneme or grapheme in a word refers to whether it is at

the beginning, middle or end of a syllable and what sounds (or letters) come before or afterit. - position Over time scribes and dictionary writers have put constraints on where and in what order letters can be used is called... - Arbitrary Orthographic Conventions for LetterSequence English is

, meaning it has a deep alphabet writing system

organizedby both sound-symbol correspondence and morphology. Breaking words into morphemes, or meaningful parts, often provides clues as to how to spell the word and what it means. - morphophonemic Short one syllable words, compounds, vowel teams, silent letters, digraphs, dipthongs inspelling, words for common everyday things and irregular spellings of high-frequency words. - Anglo-Saxon (Old English) ou for /u/, soft c and g when followed by e, i, y, special endings such as -ine, ette, -elle, -ique, words for food and fashion, abstract social ideals, relationships - Norman French Multisyllabic words with prefixes, roots, suffixes, content word found in texts on socialsciences, traditional physical sciences, literature - Latin/Romance ph for /f/, ch for /k/, and y /i/, combining forms, similar to English Compounds, philosophical, mathemtical, and scientific terminology - Greek ch in Anglo-Saxon (English) /ch/ - church, speech, cheap, chain

ch in French /sh/ - charade, machine, chef, chic ch in Greek /k/ - Christmas, chemist, stomach ou in Anglo-Saxon (English) /ou/ or /u/ - house, out, cloud, our round; touch rough,tough, enough ou in French /u/ - soup, coupon, group, acoustic ph in Greek /f/ - phone, graph, sphynx kn in Anglo-Saxon (English) - knock, knee, know, knight e at the End of a Word Anglo-Saxon (English) silent - bake, charge, horse, love e at the End of a Word Greek /e/ - catastrophe, acme, apostrophe

Word Study Focus (Anglo-Saxon Layer); Sound-symbol (Consonants and Vowels), Syllable (Closed, Open, VCe, Vowel-r, Vowel team, Consonant - le, Odd Syllables) andMorpheme (Compounds, Inflectional suffixes, prefixes, derivational suffixes, Odd high frequency) - Grades 1-3 Word Study Focus (French/Latin Layer); Prefixes, Roots, Suffixes and Latin Plurals -Grades 4-6 Word Study Focus (Greek Layer); Spellings ph for /f/, ch for /k/ and y /i/, combiningforms and plurals - Grades 6-8

LETRS Unit 4 Session 2

false - It is acceptable for students to use invented spelling occasionally in phoneme-grapheme mapping activities. true - In English, some letters of the alphabet never end a word.

Greek - Words in which the letter y stands for the short i sound (rthythm, polyp) areusually from which language?

When the /ch/ sound follows an acccented short vowel - The "tch" spelling of the /ch//sound is usually used in which circumstance? gills, cello, get - Which set of words does not follow the usual rules for pronounciation ofc and g?

LETRS Unit 4 Session 3 Classifying syllable types in multisyllabic words should be considered a scaffoldingactivity, not a goal in itself. - true Consonant-le (Cle) syllables can occur anywhere within a word and be stressed orunstressed. - false In which of these examples does the vowel sound's position in a syllable or worddetermine which vowel team represents it? Select all that apply. If a student reads aloud a multisyllabic word but it doesn't sound right, what strategy should be applied? Select all that apply. - a. dividing the syllables a different way and c.flexing the vowel sound(s)

Which syllable type occurs in each of these words: adage, lettuce, callous, ocean, andstation? - d. an odd syllable with a schwa

LETRS Unit 4 Session 4 Students should learn inflectional suffixes such as -ed and -s before learningderivational suffixes like -ful and -less. - true Adding a derivational suffix to a word often changes the part of speech. - true The noun plural is pronounced as a whole syllable, /əs/, when it follows which type ofphoneme? Select all that apply. - some fricatives and affricates (b/d) Look at the syllable breaks in the words below. In which word do the syllable breakscorrespond exactly with divisions between morphemes? - si lent For which of these verbs would you need to change y to i before adding the suffix -ed?Select all that apply. - defy and deny

LETRS Unit 4 Session 5 Understanding the syllable structure or morphological structure of a word can make iteasier to spell. - true Reading and spelling should be taught as separate strands within a reading programstarting in fourth grade. - false About how many irregular spelling words should be introduced per week as part ofspelling instruction? - 3-5

Which of the following are assessed on the Basic Spelling Screener and the Advanced Spelling Screener? Select all that apply. - a. a student's ability to spell specific types of letter-sound correspondences (e.g., consonant blends) and c. a student's ability to spellwhole words Which spelling concept is usually taught in third grade? - b. multisyllabic base words

Letrs Unit 4 session 6 Developing automaticity in word recognition can lead to improve readingcomprehension. - true

Students in the highest fluency percentile for their grade level are much better readersoverall than their peers with average fluency - false Which of the following techniques specifically targets automaticity as a fluency subskill?

- Speed drills

Which of the following techniques specifically targets reading prosody as a fluencysubskill? - phrased-cued oral reading How much gained fluency (as measured by WCPM) is reasonable to expect from astudent who reads a passage several times over a week? - Neither 5 nor 15

LETRS Unit 4 Session 7 When a student develops reading problems early on, it is usually appropriate to look forweaknesses in word recognition. (T or F) - True Students with weak word-recognition skills may compensate somewhat by relying onbackground knowledge and vocabulary. (T or F) - True If initial data show a student is not performing at grade level, the next step is to closelyexamine which data source?

ORF performance (accuracy and WCPM) reults from decoding and word-reading survey - ORF performance accuracy and WCPM If a student's general performance is not at level, but his or her ORF measures showaccuracy, then what are appropriate next steps?

Check the fluency of prerequisite skills. Provide Tier 1 and enrichment instruction.

Focus on teaching basic phonological and phonemic skills.

Focus on fluency-building activities at the word, phrase, and text levels. (check all thatapply) - Check the fluency of prerequisite skills.

Focus on fluency-building activities at the word, phrase, and text levels.

Which of the following is generally not considered when assessing whether a studentsperformance is at level? state assessmets reading and spelling screenersreading levels of leveled text teacher reports - reading levels of leveled text

LETRS Unit 4 Session 8

The "formula" for how much time to allocate to word work varies by grade level; teachers should never deviate from the established formula for the grade they teach. -false Most students can easily adapt if they need to switch between one program used forcore instruction and another used for intervention. - false Approximately how much time should be spent on code-based or word work activities infirst-grade language arts? - b. 30-40 percent Mrs. Montoya follows a routine for teaching a new letter to her kindergarteners: name it,say its sound(s), skywrite it, and discuss words that start with it. Which word best describes this practice? - Systematic Which is the best example of instruction that is sequential? - d. teaching the concept ofvowel teams, then teaching these long a vowel teams in order: ai, ay, ei, eigh

LETRS Unit 5 Assessment & All Sessions 16Answered, 2022.

LETRS Unit 5 Assessment Which term relates to a students ability to use word meanings in both speaking andwriting? ANS- expressive vocabulary In teaching the antonyms and synonyms of a word such as generosity, a teacher wouldbe emphasizing which aspect of language? ANS- semantics Once students have learned to decode printed words, which strand of the ReadingRope model (Scarborough, 2001) is the best single predictor of reading comprehension? ANS- vocabulary Which conclusion was documented by the Hart and Risley (1995) research teamregarding the relationship between home language exposure and later reading comprehension? ANS- The number of words to which preschoolers are exposedpredicts their vocabulary knowledge at grade three.

Which of these is the least effective way to foster implicit learning of the vocabulary students need for classroom success? ANS- providing several hours daily of children'stelevision programs Good reasons for teaching a few words rexplicitly and in-depth include all of the follwingexcept: ANS- Students only need to know a few words to understand most texts.

Which of the following is the least effective activity when a new word meaning is being explicitly and directly taught? ANS- Ask students if anyone knows what the word means.

What consideration might distinguish vocabulary instruction for English Learners (ELs)from the vocabulary instruction of native English? ANS- ELs may need more multisensory supports to understand the meanings of words.

The principle of teaching word meanings in relationship to other word meanings is bestexeplified by which activity? ANS- explaining shades of meaning among synonyms Which of these is the most effective, research-supported practice to promote vocabularygrowth in students across a school year? ANS- ensure that the teacher regularly uses complex and sophisticated language

unit 5 session 1 primary activity - the part of the economy that draws raw materials form the naturalenvironment. secondary activity - transforms raw materials into manufactured goods; GROWSQUICKLY AS SOCIETIES INDUSTRIALIZE. tertiary activity - the part of the economy that involves services rather than goods. pre-industrial societies - hunting and gathering, horticultural, agrarian quaternary activities - includes jobs concerned with:research and development management and administration processing and disseminating information post-industrial societies - countries where most people are no longer employed inindustry.

Agriculture - the deliberate tending of crops and livestock in order to produce food andfiber. hunters and gatherers - Hunters gained skills in capturing and killing animals.Gatherers learned which plants and fruits were edible and

nutritious.

Neolithic Revolution - The switch from nomadic lifestyles to a settled agricultural lifestyleis this revolution.

Agricultural hearths - developed independently in several regions of the world over along period of time. vegetative planting - new plants were produced from existing plants, such as cuttingstems and dividing roots. seed agriculture - included irrigation, plowing, fencing, terraces, fertilizing, weeding plant and animal domestication - The first domesticated animals were probably dogs,pigs, chickens. plants that were domesticated in Southeast Asia were taro, yams, bananas, palm trees irrigation - the channeling of water to fields

yields - measurement of the amount of a crop grown enclosure movement - Farmers pushed out of their jobs and either became tenantfarmers or they moved to cities. hedging - Wealthy landowners in England began to enlarge their farms through hedgingblocks of land for experiments with new techniques of farming crop rotation - carefully controlled the nutrients in soil by planting a different crop on aparticular piece of land seed drill - a device that sows the seeds at equal distances and proper depth; inventedin the second agricultural revolution

LETRS Unit 5 Session 2

Deep knowledge of a word's meaning may include personal associations triggered bythe word. - true The internal associations of the dimensions of word knowledge are also known as: - asemantic map Which of the following can help students establish high-quality mental connections in memory as they learn words? Select all that apply. - placing students in a language-richenvironment, reading aloud to students, and explicit teaching of selected words Techniques for enhancing interactive book reading include (select all that apply) - usingprops to introduce new words, using words students know when defining a new word, and elaborating on student responses

Which test may be used for both screening and progress monitoring of vocabulary? -Acadience® Learning K-6 Word Use Fluency subtest

Unit 5 - Session 3 T/F: When preparing an income analysis a disclaimer is optional and not important -False Which income analysis method is appropriate for a property with a single rental unit? -Monthly Rental Factor What statement describes opportunity cost? - It is the return associated with the bestalternate investment option

When vacancies and bad debt or subtracted from total gross income what formula isbeing described? - Effective gross income

LETRS Unit 5 Session 4 When introducing new words for in-depth instruction, it's best to do it in writing beforeusing the words orally. - False After explaining the meaning of a new word to students, the next step should be to: - b.give examples of how to use the word in context.

Useful adaptations of word instruction for English Learners (ELs) include (select all thatapply): - a. adding emphasis on potential phonological confusions. b. having students repeat simple sentences using the word.c. adding references to a cognate.

Explicit vocabulary instruction includes which of the following? Select all that apply. - b.explaining the new word's meaning using a student-friendly definition c. using visual prompts or actions to clarify word meaning The instruction "Tell your partner about a time you acted responsibly" is an example of: - c. eliciting word use.

LETRS Unit 5 Session 5 Most of the oldest words used in English do not have multiple meanings. - false What is the main focus of classification activities? - c. ensuring students understand therelationships among the words included Which of the following sets of words might best lend itself to a semantic featureanalysis? Select all that apply. - b. mammals, insects, birds, reptiles c. ponds, rivers, lakes, oceans A student sentence that includes a complete definition of the word snow could look like: - c. "It's frozen water that comes down like flakes."

Words that express the degrees of meaning between each other are called: - d.gradable antonyms.

Unit 5 Session 6

The way teachers use language has a direct effect on students' vocabulary growth - true Which of the following is not an effective way to encourage richer language use in theclassroom? - d. providing dictionaries for students to keep at their desks Strategies for encouraging independent word learning include (select all that apply): - b.directly teaching high-utility prefixes, roots, and suffixes to students. d. exposing students to a new word in multiple contexts.

Understanding that word choices matter and that words carry power is one way todescribe: - c. word consciousness.

How might teachers help students "own" new vocabulary words? - c. Provide extensionactivities to encourage students to use the words they've learned.

LETRS Unit 6 Assessment, All Sessions 16,comprehension & Midterm; Complete Solution guide_2022.

LETRS Unit 6 Assessment Which of the following statements best describes an effective way to prepare studentsto listen to or read a text? - Establish the purpose for reading the text and impart background knowledge.

Which of the following describes a product of comprehension, rather than a process? -verbalizing a summary or retelling of the text after reading Which of these statements is not true of students with specific comprehension difficulties? - They rely less on context to guess on the identity of the words.

Students with greater background knowledge of a text's topic are more likely to: -remember more of what the text actually says Which teaching strategy is most likely to help English Learners construct a mental model of a texts meanings? - Provide visual context for meaning-pictures, graphicorganizers, objects, and/or actions.

Which statement explains the most important reason why formal (standardized) tests ofreading comprehension may be of limited value to teachers? - They typically do not indicate where instruction should focus.

Which statement is not true about how student understanding of syntax can affectcomprehension? - The ability to process sentence structure has little effect on comprehension.

What technique would be most relevant for teaching students to comprehend thestructure of a fictional narrative? - using a story grammar outline to make notes Which sentence is most likely to challenge younger students' language comprehensionabilities? - Unless everyone can agree, we will not play there again.

What activity would best create awareness of substitution as a cohesive device? -having students underline words and phrases that mean almost the same thing

LETRS Unit 6 Session 1 The language comprehension domain of the Reading Rope does not incorporate whichof the following? - memorization The text base refers to the literal meanings in a given text. - false The best time for teachers to guide students' thinking, as they construct a mental model,is: - all of the above Language comprehension becomes more important to reading success after thirdgrade

LTRS Unit 6 comprehension Define comprehension - constructing meaning through written language Simple View of Reading - word recognition, language comprehension= readingcomprehension 3 part cueing system - meaning, phonics, orthographic word recognition - phonological awareness, decoding, sight recognition language comprehension - background knowledge, vocabulary, language

structures,verbal reasoning, literacy knowledge good reading relies on processes are example of processes summarizingretelling inferring visualizin g predictio ns examples of products outlinesvenn diagrams mc questions writing response

- mental activities - internal/mental activities

surface code - Exact words in the piece of writing text base - underlying meaning to which the text refer to mental models - mental representations of meanings of the terms in reasoning problems before reading purposebk preach vocab genre/text structure ask questions make predictions strategies for assessing comprehension retellingpredicting a missing sentence answering questions repeating sentences with complexitytaking unit quizzes reading comprehension relationship - reading comprehension-vocabularybackgroundknowledge Schema - a concept of framework that organizes and interprets information how does sentence structure affect comprehension? - reader must be able to interpretthe meaning and underlying the structure of sentences for interpretation

setence types - command, question, exclamation, statement what is an example of cohesive device? pronounconjunctions ellipsis Which of the following statements best describes an effective way to prepare studentsto listen to or read a text? - Establish the purpose for reading the text and impart background knowledge Students with greater background knowledge of a text's topic are more likely to: -remember more of what the text actually says.

Which teaching strategy is most likely to help English Learners construct a mental model of a text's meanings? - Provide visual context for meaning— pictures, graphicorganizers, objects, and/or actions. subordinate conjunction - a conjunction that makes an independent clause into adependent clause

ex: because, while Background knowledge is not necessary in order for students to develop a detailedschema. true/false - false When preparing students to listen to or read a text, it is important to - establish apurpose for reading.

-preview key vocabulary words.

-evoke or impart background knowledge.

Reading comprehension is difficult to assess through formal testing alone.true/false - true

Unit 6 - Session 3 land registration systems - private conveyancing, deeds registration, torrens system private conveyancing - land registration system - proved by long, complicateddocuments that are kept by the owner. deeds registration - land registration system - central registry office keeps deeds andindexes them under name of purchaser. does not guarantee legality. torrens sytem - government office has custody of all original land titles.

staff examine and register docs and issue titles. guarantees accuracy.

Alberta. provides security oftitle and facilitates land transactions key principles of torrens system - mirror principle, curtain principle and insuranceprinciple mirror principle - accurate reflection of current facts about property. all current interestsfor a property reflects in title curtain principle - contains all info about title. all current registered interests shouldappear on certificate. curtain goes down on prior interests insurance principle - provincial govnt provides compensation for loss of rights. govntguarantees accuracy of title, and anyone who suffers is entitled to compensation Land Titles Act - provides legal mechanism for registration of land-related documents and establishes priority. legislation outlines how title transactions are handled and howinterests in real property are managed.

Land Titles Offices - guarantees records, provides compensation, processes documentsfor registration Land Titles Assurance Fund - provides individuals with compensation if fraud committed land title conveyancing - process of transferring legal title and recording interests in land title registration process - 1. grant for land is registered at land titles as fee simple, lifeestate or leasehold 2. title describes land by its legal descriptions and states names and

addresses ofowners 3. any other interests registered against land show as an instrument

registered on titleand appear on the list of registrations 4. when land for which a title has been issued is sold or transferred, the

transfer mustbe done on a transfer form 5. registered owner must sign document and transfer is filed at land

titles office 6. land titles office accepts document for filing and assigns a registration number,cancels the old title and issues a new title in the name of the transferee discharge of registration - removes/withdraws registered instrument from title. will nolonger appear on title.

LETRS Unit 6 Session 4 Which of the following is not a direct factor in text comprehension? - the

ability to spellfrom dictation Readers who struggle with comprehension may also (select all that apply): have insufficient working memory; have divergent dialects; lack experience with longer, moreformal sentences A sentence with two complete thoughts that can each stand on their own has a: -compound structure Raising or lowering the voice while reading aloud can help students determine whatkind of punctuation a sentence needs. - true Which of the following should students be taught first? - the specific jobs words aredoing in sentences LETRS Unit 6 Session 5 Which of the following is not correct? A text may lack coherence if: - It is short.

The sentences "They were asked to wait in the living room. They didn't." provide anexample of: - ellipsis Which of the following words are examples of subordinating conjunctions?

Select allthat apply. - because; while Which of the following activities can be used to help students notice and interpret cohesive devices? Select all that apply. - Ask students to complete the unstated thoughtin sentences with ellipsis; Ask students to find cohesive devices that explain why, when,or how something occurred during a second or third reading; Circle conjunctions in a text.

Teachers should not expect students to fully understand complex and compoundsentences containing conjunctions until fourth grade. - true

LETRS Unit 6 Session 6 Which of the following is NOT an example of narrative text? - science textbook A child is normally able to explain character motives and internal states in a narrative bywhat age range? - 7-11 years Which of the following is NOT an element of story grammar? - index Which of the following are features of informational text? Select all that apply. - oftenwriting in present tense; logical format; density of new ideas and concepts The topic sentence, "There are three main categories of clouds:high clouds,

midclouds,and low clouds" would introduce what kind of informational text?

- classification

LETRS Module 6 Midterm comprehension - thinking guided by print. it is a process, not a product.

Comprehension process - When a reader monitors what they are reading Comprehension product - the visible result of comprehension (the outcome of reading).

Before research, what did teachers do? - Before the 1970s, teachers simply gave directions; after that, students read and answered questions.

Comprehension involves what mental activities? - Monitoring one's own comprehension Directing the pace and purpose

Connecting ideas Synthesizing ideas with background knowledge In 2000, the NRP listed

as one of five component teachers must

include intheir reading instruction - comprehension Research shows that

ability is linked to reading

comprehension - orallanguage comprehension Context Processor - four part processor - Top - concepts and information; sentencecontext; text structure Meaning Processor - four part processor - middle - vocabulary Phonological Processor - four part processor - bottom left - speech sound system -language input and output Orthographic Processor - four part processor - bottom right - memory for letters -reading input and output 4-part processor...between Phonological and Orthographic processors - phonics SVR: Reading is the product of... - decoding and language comprehension Decoding is... - the ability to read words on a page Two major strands of the rope model: - Language comprehension (top) and Wordrecognition (bottom)

As the strands of language comprehension combine, reading becomes... increasinglystrategic As the strands of word recognition form, reading becomes - increasingly automatic What is the cause if the student exhibits: guesses at printed words. cannot recall sounds for graphemes. omits or misperceives sounds in spelling. - phonologically based decoding inaccuracy What is the cause if the student exhibits:

low score on oral-reading fluency and word-list reading laborious-sounding oral reading - slow site word and printed word recognition What is the cause if the student exhibits: cannot make inferences that require prior knowledge is stuck at the surface, or literal, level of comprehension makes off-base comments when questions are asked - limited background knowledge What is the cause if the student exhibits: misinterprets individual words; cannot define the words or use them in a sentence -limited English vocabulary What is the cause if the student exhibits: has trouble extracting main ideas and making abstract inferences.

Exhibits concrete thinking - weak overall verbal-reasoning ability What is the cause if the student exhibits: reads from first to last word of a text without using text structure (e.g. parts of a book) tofind information efficiently - unfamiliar with different types of texts According to the RAND Reading Study Group, comprehension is enhanced or undermined by: - (1) the text

(2) the task (3) the reader (4) the context

Surface level understanding of text is when... - a student reads a text and can onlyanswer literal questions about it.

If a student has surfect level understanding of a text, there is no... - applied knowledgeto understand at a deeper level.

Text base understanding is when a student... - student reads a text and can applybackground knowledge to achieve a deeper level of understanding.

Reading wide is - knowing how to read many different genres/types of text Reading level?

96-100% of words are known - independent (read alone) Reading level?

90-95% of words are known - instructional (read with assistance from the teacher) Reading level?

Less than 90% of words are known - Frustration (a text at this level should not beattempted at all) Before you choose a book for your students, ask yourself these 4 questions... - (1) Isthis text to be read on the surface or deeply?

(2) Are they reading for learning, for entertaining, to provoke emotions,

or to followdirections?

(3) Is the reading required by the teacher or is it selected by the

student?(4) Is it to preview and predict meaning?

You can encourage a student's interest in reading by - allowing them to select their owntext.

To comprehend the text the reader must... - (1) Decode text(2) Have fluency skills (3) Utilize background knowledge (4) Take an interest in what they're reading (5) Be either intrinsically or extrinsically

motivated (6) Have the reasoning ability to understand the text

The type of reader a student will be is influenced by - their environment.

Having supportfrom family and peers can be a positive influence. . Background knowledge is... - (1) A major component in comprehension(2) One of the best ways to promote comprehension (3) Acquired through personal experience, instruction, or media(4) Organized into schemas To utilize background knowledge, teachers should... - (1) Scaffold instruction (2) Discuss new topics with students to assess background knowledge

and adjustinstruction . To comprehend language students must understand at these levels... - (1) Word level(2) Sentence level (3) Mental Model of the Text - integration of sentence meaning and

backgroundknowledge

To comprehend well, a student must comprehend - at the surface level and the textbase level.

Figures of speech - (1) Idioms(2) Similes (3) Metaphors (4) Colloquial Expressions

An idiom is - a phrase that doesn't mean exactly what it says.

Example: It's raining cats and dogs.The ball is in your court.

A simile is - a comparison that uses the word "like" or "as."

Example: Happy as a clam Fighting like cats and dogs A metaphor is - a comparison without the words "like" or "as."

Example: Life is a rollercoaster.

His words were cotton candy.

A colloquial expression is - is informal words, expressions, or slang.

Example: I'm fixing to.

If you don't sit still, I'm going to hog tie you.

Before teachers assign any material, they must it themselves. - read it

themselves Before teachers assign any material they should pay special attention to becaus estudents may need direct instruction on it. - any figurative language To teach figurative language a teacher must... - (1) Give more examples(2) Have students paraphrase the ideas (3) Encourage students to use the phrases in daily conversations(4) Create visual representations of the ideas What is syntax? - the rules of sentence structure, including word order and punctuation.

A phrase is - a group of words that work together as part of a sentence...

Noun phrase - - the old lady (this phrase contains an adjective and a subject, but not apredicate)

Verb phrase- - spoke softly (this phrase contains a verb and an adverb, but not asubject) Prepositional phrase- - to her caregiver (this phrase is a prepositions phrase because itstarts with a preposition and ends with a noun or a pronoun Simple sentences contain - one or more subjects, objects, or predicates.

Ex. Joe waited for the train.

Compound sentences are - two complete sentences (independent clauses) joined by acoordinating conjunction.

Ex. Joe waited for the train, however, Jill drove her car.

Complex sentences consist of - a phrase (dependent clause) and a complete sentence(dependent clause).

Ex. While waiting for the train, Joe ate a sandwich.

Joe ate a sandwich while waiting for the train.

Complex sentences are a common characteristic of - written academic language.

To understand compound/complex sentences, students must have direct instruction on - conjunctions

Inferences are - the ideas that guide students to comprehend text.

Ways to build sentence sense... - (1) Read students complex texts with a variety ofsentence structures (2) Teach students the "stretch a sentence" technique (3) Have students rewrite short sentences as longer ones(4) Have students arrange the words in a cut-up sentence (5) Underline subjects and predicates in independent clauses (6) Supply a subject that goes with a predicate or a predicate that goes with a

subject To make inferences about a topic, a student needs - background knowledge.

The MS College and Career Readiness Standards make sure students are exposed to -wide reading and to more and more informational texts as students mature.

To improve the ability to make inferences, students should... - (1) Gain experiences(2) Increase vocabulary (3) Have an awareness of text structure

. Question stems for inferences... - (1) The passage suggests...(2) Why do you think...

(3) How did you know...

(4) What probably caused...

(5) What clues led you to believe...

Literacy knowledge is... - (1) Knowing that different types of genres have different stylesof text (2) Knowing that the younger the child, the less likely he or she is to read

informationaltext (3) Utilizing graphic organizers

Literacy allusion is - having students make connections between the text and their lives.

Narratives... - (1) Tell a story (2) Must be read all the way through (3) Can be many different genres, some of which are designed to teach a moral

. As much as we want to give students answers, we must - allow them to struggle withthe information so they can develop their own mental models.

Story grammar... - (1) Setting (the time AND the place)(2) Characters (3) Problem (4) Response (5) Attempt (6) Climax/Resolution (7) Conclusion

. Knowing about story structure is important because... - (1) Students can anticipatewhat to look for (2) Students will be able to retell a story more easily (3) Students can find the central problem and resolution more easily (4) Students will have a better understanding of the characters and how they

respond toevents Expository/informational text is written in paragraphs that each contain... - (1) Anindention (2) A main idea(3) Details (4) Transition to the next paragraph To help with comprehension, we use - the GRR model, guided readings, and closereadings.

It is best to start strategy instruction in - in the 3rd or 4th grade.

Comprehension strategies that work - (1) Metacognition(2) Highlighting (3) Graphic organizers (4) Mental imagery (5) Summarizing (6) Answering questions

What is the best comprehension strategy? - No strategy is better than the other. Teachdifferent strategies only until the students understand. Do not overdo it.

Metacognitive strategies monitor - one's own thinking Teachers cannot simply tell a student to use metacognition. Rather, teachers - mustguide students through the strategies by questioning and modeling.

Metacognitive strategies include: - (1) Questioning(2) Self-corrections (3) Re-reading (4) Examining context (5) Referencing

Strategy Instruction Steps - (1) Directly explain the strategy(2) Model the strategy (3) Practice the strategy (4) Monitor students until they can use strategy independently

Meaning-oriented instruction... - (1) Literal questions aren't effective. Must use deeperthinking.

(2) Teacher should be a guide/facilitator (3) Activities should be research-based, not just cute and fun

Teachers need to... - (1) Be clear(2) Be direct (3) Model applications (4) Monitor applications (5) Bundle strategies

Preparation... - (1) Read the text before you assign it (2) Does the text cover the standard you want to teach?(3) Develop text-dependent questions while reading (4) Preview and predict (5) Establish background knowledge(6) Model a close read (7) Teach the strategy that's best for the text

(8) After reading, create an outline, a summary, a reflection, a project or a

show and tellor explain the text to someone else Remember... - (1) Include wide reading throughout the year(2) Use academic language in all your teaching (3) Develop text-dependent questions to encourage student discussion(4) Model cognition skills (5) Provide checklists for prompt evaluation of text (6) TELLING STUDENTS TO PAY ATTENTION TO THE WORDS WHEN THEY

READIS NOT A RESEARCH-BASED STRATEGY!

LETRS Unit 7 Assessment Test & All Sessions 1-6Complete Questions/Answers 2022.

LETRS Unit 7 Assessment How should the balance of instructional time spent on foundational reading skills and language comprehension between first grade and third grade for typical learners? - Thetime spent on foundational reading skills should skift from about 40% in first grade to 20% in third grade.

What criterion would be most relevant for selecting high-quality texts for reading aloudor for meiated text reading? - The text has layers of meaning that can be explored through several readings.

According to the National Reading Panel (2000) and several research analyses, whcihof these strategies is more effective than the others for developing comprehension? - having students retell or summarize what they have read During a teacher-mediated reading of the fairy tale Little Red Riding Hood, which of these questions is most likely to facilitate construction of a mental model of the texts meanings? - "What do we know about the characters so far?"

If a high quality, worthwhile narrative text has been read once, what is the most appropriate activity studetns should do next? - Complete a story frame that outlinesmajor events.

What is an effective way to helpo students construct a mental model of

informationaltext? - Pose queries during reading to ensure studetns are making the necessary inferences.

What is the main advantage of letting students know ahead of time what kind of text (e.g., narrative, informational) they will be reading? - They can anticipate how the text isorganized and how the information is presented.

What is a helpful approach when working with a student who is a heavy dialect speakerand who is having trouble comprehending the language in a text? Explain the relationship between home langauge and school language in frequent, brief lessons.

Which of the following teaching strategies is least helpful to English learners?

- allowingthem to avoid speaking in class if they are embarrassed Which is the most effected technique for supporting students' expressive oral language development in school? - encouraging students to talk with a partner before raising theirhand to respond

LETRS Unit 7 Session 1 With first-grade students, how much instructional time should be spent on Englishlanguage arts? - 2 hours or more Teachers should depend heavily on the results of screeners such as AcadienceReading K-6 Next to determine what skills should be taught to students. - false By second grade, the most effective approach to teaching reading comprehensionemphasizes: - all of the above in roughly equal proportion Which of the following is not a criterion for high-quality text? - relevant to what's goingon that day One tet of a robust curriculum in grades K-3 is whether, upon walking into a classroom,an observer can tell what students are learning about. – true

LETRS Unit 7 Session 2 The students most likelu to benefit from strategy instruction are those who (Select allthat apply): - are in grades four and above; have accquired good decoding skills but aren't familiar with a particular stratgey

The best time to employ strategy instruction is when: - students are ready for it, in thecontext of lessons with a larger purpose Which of these steps in the "gradual release of responsibility" of strategy instruction isout of sequence? - The teacher models the thinking process by thinking aloud.

Good readers tend to move on, even when the passage is not making sense to them. -false "Imagine what would happen if the polar ice caps melted" is an example of what type ofquestion? – evaluating

LETRS Unit 7 Session 3 Well-designed questions (select all that apply): - are text dependent AND focus on the"why" and "how" of a topic Which of the following is an example of elaborative/questioning? "Would you havereacted the same way the girl did?"

"How do you know that she liked her new home?" is an example of: - implicitquestioning Teaching comprehension can be accomplished by testing students with multiple-choicequestions after they've completed independent reading. false Pivotal points to ask questions include places where(select all that apply): sentences connect to one another; meanings of new words become clear; students should grasphow the text's discourse is organized.

Unit 7 - Session 3 Most wells constructed in Alberta are bored or drilled and are distinguished by the holediameter. Identify the characteristics of a bored well. - Large diameter and drilled in locations where aquifers are found close to the surface.

Although you were not expected to be an expert in the construction of water wells, you should have a working knowledge of the basic components. Identify the components. - -Drop Pipe - Annular Space - Well Pump - Pressure Tank - Well Screen

This water well component device is powered by a motor to push water or lift water fromthe well to the surface and deliver it into the plumbing system of the residence. What component is being described? - Water Pump.

Identify the elements to be included in a shared well agreement. - cost sharing specifics to provide power to the well pump repair, test, inspect and disinfect thesystem.

- prohibiting connection of any new residences without the consent of all

parties, appropriate amendment of the agreement and compliance with the elements of theagreement.

- replacing of components such as the well pump and making improvements

to increaseservice life of a system, restore well yield or protect the system.

- identifying the specific uses for water.

- paying for repairs of damage caused by residence or their guests on the

property.

- permitting well water sampling and testing at the request of any

party to theagreement.

When a property has a well located in a pit, what does Alberta provincial regulationsrecommend? - The pit to be eliminated or upgraded.

Identify the risks involved with a well on a pit. - - children and animals falling into the pit.

- gasses or low O2 content in the well pit.

- toxic has build up.

- contaminated flood water or runoff into the pit.

Aesthetic signs of water well contamination that are not hazardous to human health include appearance, colour, taste and odour. What does sulphur, a rotten egg odourindicate? - Hydrogen Sulphide.

Identify how contaminants can enter a well and reach groundwater. - runoff or floodwatering entering into poorly constructed or unsealed walls.

- disposal of waste into the well.

- nearby feedlots, livestock grazing, and intensive agriculture.

- oil and gas activities.

- leaking underground and above ground fuel storage tanks.

Abandoned water wells can pose serious health, safety, and environmental.

Identifythese risks. - - allowing surface runoff to directly enter an aquifer - permitting cross-contamination of different aquifers by a well bore.

- Posing a physical safety threat to children, adults, and animals who

might fall intothem.

What does blue/green stain on sinks, bathtubs, and plumbing fixtures indicate? - Excessiron or copper.

LETRS Unit 7 Session 4 What is the purpose of after-reading activities? Select all that apply. - They let studentstransform the information into a new format; They help students see reading as more than a chore; They check students' comprehension of key ideas.

According to research, which practice is essential for building an enduring mental modelof a text? - reading the text multiple times with varied purposes

Which of the following is an after-reading activity? - summarizing the main ideas fromthe text According to research, what macroprocesses help students "own" the information froma text? - selecting, ordering, and transforming the main ideas Why are after-reading activities effective? - They reinforce the structure and purpose ofthe text.

LETRS Unit 7 Session 5 Which of the following statements is true? - Teachers should explicitly teach the textstructure of both informational and narrative texts.

When should teachers introduce the purpose of a text? - before the first read Vocabulary activities before reading should focus primarily on which type(s) of language? Select all that apply. - Tier 2 vocabulary words; figurative languages andidiomatic phrases An effective reading comprehension lesson will include (select all that apply): - an introduction of background knowledge needed to comprehend the text; a graphic organizer that helps students visualizethe structure of the text; an after-reading activityto transform information from the text into a new format; questions to ask during reading, tied to specific places in the text Teachers should do all of the following during reading , except: - explicitly

teach Tier 2vocabulary words

LETRS Unit 7 Sessions 6

All of the following are features of African AMerican English except: speakers oftenform sentences without a subject What kind of vocabulary instruction may be appropriate for English Learners, but is notusually needed for native English speakers? - definitions and examples for Tier I vocabulary words Which of the following statements about dialects are true? Select all that apply. - dialects have rules for grammar and punctuation; dialect speakers often have difficultytranslating speech into print What is code swithing? - the ability to switch between a nonstandard dialect andStandard English depending on the situation

What is a best practice when working with dialect speakers? - Build language awareness so that students can code switch between their dialect and Standard English

LETRS Unit 8 Session All Sessions (1-6) And LETRS Unit 8 Final Assessment Test, 2022.

LETRS Unit 8 Session 1 What are the benefits of having students write in response to text? Select all that apply.

- It prompts students to reflect on what they have learned; It enables

students toconnect ideas; It allows students to paraphrase ideas in their own words.

According to the Simple View of Writing, which two categories of skills must studentslearn to become successful? - foundational skills; higher order composition skills According to research, which of the following are best practices for writing instruction? Select all that apply. - Allowing students to practice writing every day; explicitly teachingthe steps of the writing process; planning writing activities that are cooperative and interactive What statement best describes effective writing in instruction? - It integrates teaching offoundational skills and composition.

Which statement is not true? - Writing leads to improved spelling and retention of words.

LETRS Unit 8 Session 2

What is the recommended order for teaching letter formation? - Teach lowecase lettersfirst, then uppercase letters.

All of the following are spelling rules and concepts that should be taught in grades 2-3,except: - common Latin and Greek roots What is dysgraphia? - the inability to write letters by hand because of a communicationbreakdown between two sections of the brain For alphabetic writing to be considered automatic, students should be able to write all ofthe letters from memory in what time frame? - 1 minute What is the best method for determining which hand is a students dominant hand forwriting? - See which hand the student uses for fine motor skills (e.g., cutting, eating).

LETRS Unit 8 Session 3 Which is a best practice for helping beginning writers learn and use different parts ofspeech in their writing? - Give students question words (e.g., who, what, how) to associate with each element or part of speech.

Which of the following statements is true? - A compound sentence has two independentclauses joined by a coordinating conjunction.

Which is an example of a complex sentence? - I have a dog that likes to bark.

All of the following are coordinating conjunctions that students can use to formcompound sentences except: - after What is a simple way to explain the meaning of predicate? - It is the action in asentence (what the subject is doing, thinking, feeling, or being).

LETRS Unit 8 Session 4 All of the following should be explicitly stated for students when a writing assignment isfirst introduced except: - the spelling and grammar rules that should be followed

If a student is struggling with letter formation, what helpful support should be providedduring translating (drafting)? - a letter-formation guide or sample alphabet In which grade should students begin using transitional words in their writing? - Thirdgrade In which grade are students expected to begin incorporating dialogue into their narrativewriting? - third grade In kindergarten and first grade, students are able to tell stories most easily about: -personal experiences

LETRS Unit 8 Session 5

"To share a belief or preference" is the purpose of which type of writing? opinion When color coding informational writing, it is a good practice to use the same color forwhich two sentences? - the topic sentence and conclusion Which of the following statements is true? - Peer-review activities should be heavilystructuredand focused on positive feedback.

At what point should students be able to use transitions(linking words) to connect theirideas? - second grade Before teaching opinion or informational writing, it is essential to teach which preliminaryskill? - differentiating between fact and opinion

LETRS Unit 8 Session 6 Which of the following is considered the least useful assessment method for gradingyoung writers? - a. letter grades (A, B, C, D, F) When grading compositions, which measure has the strongest correlation

with theoverall quality of the writing? - a. correct word sequences (CWS) What is the recommended way to capture and assess a student's ideas if he or she isstill in the prealphabetic phase? - b. Have the student orally describe his or her work while the teacher records it in writing.

The means of assessing student writing should be determined once students havecompleted their writing assignments. - FALSE Teachers can help ensure student success in writing by (select all that apply): ALL

LETRS Unit 8 Final Assessment If a class is at grade level in reading achievement, what can the teacher expect of the class's writing achievement? - Significantly more students will be proficient in readingthan in writing.

What is the main reason why writing is learned slowly and with effort over a long time? -Writing depends on many different motor, language, memory, and cognitive abilities.

Which of the following teaching practices was not recommended in the review of research published by the Institute for Education Sciences (2012)? - Emphasize theindividual's voice in a writer's workshop model.

What is the most important reason for teaching students how to form letters, spell, andpunctuate? - These skills enable better quality and longer compositions.

What would be the best way to begin teaching students how to write a sentence? - Explain that a complete sentence has a subject (the naming part) and a predicate (theaction or doing/being part).

If the goal of a lesson was teaching students different types of end punctuation, whichactivity would be most relevant? - NOT converting sentence fragments into complete sentences and NOT rearranging separate words into complete

sentences that make sense What is likely to be the most helpful support when preparing students to write a narrative? - Teach students to use a Story Grammar graphic organizer to plan theirnarrative.

Which of the topic sentences below would be most appropriate for teaching students to write a descriptive, informational report about African elephants?

- African elephants arelarge, intelligent mammals who live on the savanna.

Which technique would be least effective for helping students through the reviewing andrevising phase of the writing process? - typing the student's composition so he or she can read it more easily Which is a practical and valid way to monitor student progress in written composition? -by counting and graphing the correct word sequences (CWS) in a writing probe

LETRS Units 5 - 8 Pre & Post Test_2022.

Once students decode well, which statement describes the relationship betweenvocabulary and reading comprehension?

- Vocabulary is the best single predictor of reading comprehension.

In teaching the word invisible, the teacher broke it into the parts in - vis - ible and talkedabout the meanings of the parts. Which aspect of language was emphasized?

- morphology

The Hart and Risley study (1995) identified a "30-million-word" gap. This gap refers to: - the difference in the number of words heard by preschool children raised in high- andlow-language family environments.

Which of the following is least likely to narrow the vocabulary gap between language-rich and language-poor students?

- watching children's television programs

To introduce a Tier 2 vocabulary word explicitly and systematically before reading,which of these strategies would be the least effective?

- asking students to write the word 10 times until they can spell it Students must learn the meanings of several thousand new words every year if they are going to meet grade-level expectations for vocabulary growth.

About how many of those word meanings should teachers aim to teach explicitly and thoroughly per week?

- 10-12

When a student is an accurate but slow reader, which of the following practices is mosteffective?

- Focus instruction on foundational reading skills that address multiple aspects oflanguage.

In what way should the vocabulary instruction of English Learners (ELs) be distinguished from the vocabulary instruction of native English speakers?

- They may need to learn the meanings of the Tier 1 words in a passage.

To select the best vocabulary words to teach before reading a text, the teacher shouldprioritize which types of words?

- words that are central to understanding key meanings in the passage

A primary-grade teacher who wants to implement research-based vocabulary instructionshould try to emphasize: - word relationships, including antonyms, synonyms, categories, and semantic

families.

Good readers will stop and reread a portion of the text for clarification if they don'tunderstand it. This behavior demonstrates: - cognitive flexibility and metacognition.

When students read about a topic for which they already have welldevelopedbackground knowledge, they are more likely than uninformed students to: - acquire new knowledge faster from the text.

A valuable first step before reading a text with a group of students is: - clearly stating the purpose for reading the text.

Which of the following is the best description of the comprehension process as it relatesto reading?

- linking the surface code with ideas in the text base Which teaching strategy is most likely to help students construct a mental model of atexts meanings?

- anticipating the takeaways and building background knowledge Standardized tests of reading comprehension have been shown by research to: - give varied results depending on the content and format.

Which technique would be least relevant for teaching an informational passage aboutthe difference between frogs and toads?

- outlining the elements of story grammar Which of the following activities would help students identify cohesive ties in a text? -having students draw arrows between pronouns and their referents

Which kind of text structure organization is suggested by the topic sentence, "Here aresome easy steps for making pancakes"?

- process (time sequence)

Which of the following would be a good example to use while teaching students toidentify compound sentences?

- The rain came but the team played on.

Which criterion best describes a high-quality text for use in readalouds orcomprehension instruction?

- It is worth rereading for new meanings.

When students are still learning foundational reading skills, the recommended divisionof instructional time between word work and language comprehension is: - about 30-40 minutes on word work during a 90-minute reading lesson.

The research consensus on the teaching of comprehension strategies during reading instruction indicates that: - - after 1-2 lessons, strategies easily generalize to students'independent reading.

- strategy instruction is more effective in grades 4 and up than in grades 1-3.

(Not sure on this one, but it's between these two) During a teacher-mediated reading of a story such as The Three Little Pigs, which of these questions is most likely to facilitate construction of a mental model of the texts meanings? - "What have we learned so far about the third pig?"

One of the most important follow-up activities to deepen student understanding of andmemory for the content of a specific text is: - retelling or summarizing the text, either orally or in writing.

Students with comprehension weaknesses benefit from teachers actively mediating comprehension because these students: - typically make fewer, lower-quality inferenceson their own.

Which one of the following is not a key difference between narrative and informationaltext? - its appropriateness for classroom libraries in all grades Dialect differences characterize students in many regions of the United States. Research supports handling these language differences by: explicitly contrasting"home language" with "school language" in frequent, brief lessons.

The most practical way for teachers to assess student progress in writing is

to use: - allof the above.

If an English Learner (EL) is confused about the meaning of a reading passage, a teacher might be more successful conveying the meaning by: supplementing the language in the text with pictures, actions, and objects.

During the editing phase of writing, a personal editing/proofreading checklist shouldcontain: - a few specific reminders of skills the student has learned and practiced.

Which of these techniques is least helpful for encouraging comprehension monitoring(e.g., students noticing and reacting when the text does not make sense to them)? - waiting until a reading is completed and then asking students to summarize Of the topic sentences below, which one would be most appropriate for writing anopinion? - This book about wolves is one of my favorites.

About how many American students demonstrate "proficient" or "advanced" writing skillsby grade 8, according the National Assessment of Educational Progress (2007)? - 33 percent Which would be the most essential step to take in preparing students to write a complete narrative? - Talk out ideas and make notes within a Story Framework.

Writing is sometimes called the "quintessential mental juggling act" because: - it requires more cognitive, motor, and language skills than any other academic activity.

Which of the following sentence-writing skills is the most challenging for students tolearn? - - distinguishing among the four basic sentence types - writing complex sentences beginning with adverbial phrases* - combining two simple sentences into a compound sentence

The act of transcribing words into print by hand or by keyboarding is part of which phaseof the writing process? - translating The most important reason for systematically teaching and valuing good handwritingand spelling is that: - mastery and automaticity enable higher quality compositions.

Which statement best describes the relationship between foundational writing skills(handwriting, spelling, punctuation, capitalization) and composition? - An equal emphasis on learning foundational skills and composition will work best for most students.