ALL LETRS UNIT 3 SESSIONS 1-8 LATEST 2024 SESSION 1,2,3,4,5,6,7,8 GRADED A+ 100% CORRECT, Exams of English Literature

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1,2,3,4,5,6,7,8 GRADED A+ 100% CORRECT

Table of Contents

LETRS Unit 3 Session 1 .................................................................................................................................. 1 LETRS Unit 3 session 2 .................................................................................................................................. 3 LETRS unit 3 session 3 .................................................................................................................................. 4 LETRS Unit 3 Session 4 .................................................................................................................................. 5 LETRS UNIT 3 SESSION 5 ............................................................................................................................... 7 LETRS UNIT 3 SESSION 6 ..................................................................................................................... 7 LETRS UNIT 3 SESSION 7 ..................................................................................................................... 8 LETRS UNIT 3 SESSION 8 ..................................................................................................................... 9

LETRS Unit 3 Session 1

Teachers who take a code-emphasis approach to instruction generally do not discuss the 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 phoneme-grapheme correspondences. b. knowing its part of speech. c. the ability to blend phonemes and graphemes quickly. d. previous knowledge of sight words. a. knowledge of phoneme-grapheme correspondences. c. the ability to blend phonemes and graphemes quickly.

The term phonics may be used to refer to (select all that apply): a. an awareness of the individual speech sounds in spoken syllables and the ability to consciously manipulate these sounds. b. the system of phoneme-grapheme correspondences that are the basis for an alphabetic orthography. c. an essential component (one of the five pillars) of effective reading instruction. d. a strategy for decoding new words and storing them in orthographic memory. b. the system of phoneme-grapheme correspondences that are the basis for an alphabetic orthography. c. an essential component (one of the five pillars) of effective reading instruction. d. 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. a. emphasis on reading leveled texts individually b. use of decodable texts at the K-1 level c. a tendency toward more teacher-led instruction d. use of context (such as illustrations) to read words in texts a. emphasis on reading leveled texts individually d. use of context (such as illustrations) to read words in texts Which of the following is typically done as an extended practice activity in phonics lessons? a. adding, substituting, or deleting phonemes in words b. individual silent reading c. timed reading of learned words

d. using words in oral sentences c. timed reading of learned words

LETRS Unit 3 session 2

T/F? Roughly half of all words in English can be spelled correctly based on established sound-symbol correspondences. true Complete this sentence: A complex syllable is a syllable that contains a ______. a. digraph b. consonant blend c. vowel team d. VCe pattern b. consonant blend Complete this sentence: Vowel teams in English can have up to ______ letters. two three four five four Which set(s) of words include only words that have consonant digraphs, and no words with blends? Select all that apply. a. father, shin, reach b. cheek, less, silk c. rough, phone, bang d. stripe, laugh, wish a. father, shin, reach

c. rough, phone, bang Which set of words illustrates both the Floss rule and the "-ck" rule? a. flick, sack, lock b. fuss, cell, will c. soak, flake, lurk d. slick, kiss, cuff d. slick, kiss, cuff

LETRS unit 3 session 3

When students are "graduating" to the next Ehri's phase, their approach to reading will be 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 is in the consolidated alphabetic phase. Which instructional approach will be most helpful to support her future reading skills? wide reading of texts from a variety of topics Which is the best way to assess students' ability to recognize real words in print? Have students 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? Check all that apply.

• Have students decode two and three syllable words
• Have students learn to plan before writing, and compose according to the plan.

LETRS Unit 3 Session 4

Knowledge of letter names in kindergarten is an excellent predictor of later reading success. true false true Students should establish a habit of trying to blend all the sounds in a word before they "adjust" or "flex" the pronunciation to make a real word. true false true Which activities are recommended to help students develop visual-motor skills before they learn to form letters? Select all that apply. a. tracing and drawing geometric shapes b. drawing circles and lines on sandpaper c. writing lines and circles with a pencil on paper d. skywriting in the air with large movements

a. tracing and drawing geometric shapes b. drawing circles and lines on sandpaper d. skywriting in the air with large movements When teaching letter formation, which strategy can be used to group letters together for instruction? a. Work through the alphabet in order, teaching 5-6 letters at a time. b. Group letters with similar overall shapes and/or first strokes. c. Group letters that represent categories of sounds (e.g., vowels, stopped consonants). d. Teach frequently used letters like e and t first, gradually progressing to less often used letters like q and x. b. Group letters with similar overall shapes and/or first strokes. Which guideline(s) should teachers follow when choosing key words for sound-spelling cards? Select all that apply. a. Avoid words in which nasalization affects the way a vowel is pronounced, such as angry for /ă/. b. Avoid words that can have more than one meaning, like pen or run. c. Avoid words in which a consonant appears as part of a blend, such as stop for /s/. d. Avoid words with phonemes that sound like letter names, like empty (m - t). a. Avoid words in which nasalization affects the way a vowel is pronounced, such as angry for /ă/. c. Avoid words in which a consonant appears as part of a blend, such as stop for /s/. d. Avoid words with phonemes that sound like letter names, like empty (m - t).

LETRS UNIT 3 SESSION 5

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

LETRS UNIT 3 SESSION 6

Pattern words that are easy to read are also easy for students to spell. false

Sentence dictation routines should include reminders about basic writing conventions (e.g., capitalization, end punctuation). true Which is the best definition of the term sight words? b. any words a reader can recognize instantly and read A teacher groups the following words on a word wall: mind, kind, find, bind, and rind. What do the words have in common? Select all that apply. b. They share a spelling pattern. c. Their spellings are somewhat irregular. How often should teachers introduce students to new irregular, high-frequency words? b. three to five times per week

LETRS UNIT 3 SESSION 7

Leveled texts are ranked on objective readability criteria, gradually becoming more difficult 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 week of 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? a. Use them as teacher read-alouds to enhance oral language and comprehension skills. Students are reading a decodable text that uses only pattern words or high-frequency words 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 isolation before reading them in a passage.

LETRS UNIT 3 SESSION 8

The quality of Tier 2 and Tier 3 instruction is the most important variable affecting student progress in grades K-3. false Successful implementation of an RTI or MTSS model depends on collaboration among all faculty. true

What proportion of students are likely to need Tier 2 or Tier 3 instruction even when Tier 1 instruction is effective? c. at least 20% Based on the assessment data presented in this session, what can you conclude about how teachers professional development (PD) affects students' performance outcomes? d. PD to build teacher expertise and provide coaching supports significantly improved student performance. Your district has selected a solid, research-based core instructional program for reading. Which guideline best explains how an individual teacher should implement this program? b. Follow it, but if necessary supplement it, or adjust the pacing to meet students' needs.