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Home » Quiz Answers » LETRS Unit 3 Session 1-8 Answers

LETRS Unit 3 Session 1-8 Answers

By Quizzma Team / February 9, 2023

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Contents [ hide ]
1 LETRS Unit 3 Session 1 Answers

2 LETRS Unit 3 Session 2 Answers

3 LETRS Unit 3 Session 3 Answers
4 LETRS Unit 3 Session 4 Answers
5 LETRS Unit 3 Session 5 Answers
6 LETRS Unit 3 Session 6 Answers

7 LETRS Unit 3 Session 7 Answers

8 LETRS Unit 3 Session 8 Answers

LETRS Unit 3 Session 1 Answers

____________ represents the two major components of
learning to read: word recognition and language SVR
comprehension.

The Reading Rope identifies three major strands or subskills

that contribute to printed word ____________; phonological recognition
awareness, decoding, and sight word recognition.

_______________ awareness emphasizing the strong

predictive relationship between phonemic awareness and Phonological
learning to read an alphabetic writing system.

__________ is the ability to translate a word from print to

speech, usually by employing knowledge of sound-symbol Decoding
correspondences.

To know what the word actually says, the reader must look
closely at all the letters and ______ them into sound and recode
sense.

_________ ___________ ____________ is the goal of word study, or

the point of learning to decode by phonics and to recognize Sight Word Recognition
orthographic patterns, is to develop automatic recognition of
words.

The term __________ refers to three different aspects;

phoneme-grapheme correspondence, strategy for decoding phonics
new words, essential component of reading (one of the five
pillars).

Phonics instruction offers a critical _______________ for most

students in the regular classroom and in intervention advantage
programs.

Explicit, _____________, cumulative instruction that teaches

students to decode graphemes and blend the systematic
corresponding phonemes and/or syllables received stronger
suppor in high-level research than other types of instruction.

Phonics may not be ______________ with a given student if

that student’s phonological awareness is seriously effective
underdeveloped because phonemic awareness is the
foundation for acquiring decoding skill.

Scope and sequence of phonics and word-reading skills

determine lesson design and sequence, and type of reading Organization
practice. Is what feature of the reading program?

Decodable; contains high proportion of pattern words that

have been taught. Is what feature of the reading program? Texts for Reading
Phonemic awareness, explicit phonics, fluency, vocabulary,
comprehension, writing; use of decodalbe text at K-1 level. Is Content
what feature of the reading program?

About half the time spent on word work (phonological

awareness, phonics, fluency in word recognition), the rest on Instructional Time
language and oral reading in K-1. Is what feature of the
reading program?

More teacher-led activities; teacher actively leads students

through decoding activities and guided practice. Is what Method/Teacher Role
feature of the reading program?

Students asked to look carefully at the word, sound it out,

check and see if it makes sense. Is what feature of the Corrective Feedback
reading program?

Skill building from sounds to words to sentences to text with

high percentage of words that have been taught. Is what Types of Practice
feature of the reading program?

Components of a ____________ ______________ Plan include;

state goal and purpose, practice phonological awareness, Phonics Lesson
review previous lesson, introduce new concept, provide
guided practic, provide extended practic, practic dictation,
connect to word meaning, read text.

LETRS Unit 3 Session 2 Answers

T/F? Roughly half of all words in English can be spelled
correctly based on established sound-symbol true
correspondences.

Complete this sentence: A complex syllable is a syllable that

contains a ______ . a. digraph b. consonant blend c. vowel b. consonant blend
team d. VCe pattern

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 a. father, shin, reach c. rough, phone, bang
that apply. a. father, shin, reach b. cheek, less, silk c. rough,
phone, bang d. stripe, laugh, wish

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 Answers

Students are likely to demonstrate one set of phase
characteristics before _________________ to the next phase, in graduating
which the student’s approach to reading will be qualitatively
different from the previous phase.

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, alphabet letter
and ordering until alphabet letters can be named in random
order and put in order.

A student may be aware of how ______ looks – alternating

letters, spacing, etc.; practice writing the letters until the print
alphabet can be written to dictation (model), dictation (no
model) and memory. Use lowercase for writing; use
uppercase and lowercase for naming.

A student may not understand the concept of a _______

_________; has little phonemic awareness; Gradually build speech sound
associations between gestures, key words, and speech
sounds. Emphasize articulation.

A student is beginning to match words ________ by initial

consonants; Blend the parts of compounds, then syllables, orally
then onset-rime units, then phonemes in one-syllable,
simple words.

A student may lack knowledge of word ____________ or

information required to understand text; Build vocabulary meaning
through read-alouds, theme units, and expressive language
games. Stimulate verbal expression through retelling,
structured conversation, and question-response routines.

A student tries to sound out by associating sound with _____

letter and, perhaps, another letter or two; guesses at the rest; first
Match all sounds on consonant and vowel charts to key
words and common spellings.

A student wants to ______ on context (e.g., pictures, topical

knowledge) to guess at words; Blend known phoneme- rely
grapheme correspondences into words, left to right, as
consonants and vowels are learned. Practice automatic
recognition of high-frequency words (regular and irregular, a
few per week.

A student begins to read simple _____ with known words;

Start to read decodable text with known letter-sound sentences
correspondences and high-frequency words.

A student attends to books read aloud, ______ and _________

questions, and retells what the reading is about; Browse text asks and answers
and predict before reading.

A student understands the _________ of classroom

instruction; Differentiate question words (who, what, when, language
where, why, how); ask and answer questions. Retell or
summarize what was read.

A student writes simple sentences to ____________;

participates in shared writing; composes orally and attempts dictation
new spellings; Begin to spell high-frequency words
accurately and to spell regular words by sound.

A student can spell words ______________, with all the speech

sounds represented (letter name spellings still common); phonetically
Increase knowlege of rime patterns, word families, “choice”
spellings for consonants, and most common spellings for all
vowel sounds.

A student shows knowlege of letter ______________ and

orthographic constraints; Read and spell blends and patterns
diagraphs.

A student is learning the most common _______ words for

reading and spelling; Read and spells words with short sight
vowels, vowel-consonant-e, and inflections such as -ed, -s, -
ing.

A student is starting to chunk common ____________ and

letter sequences – such as -ing and -ack-and to read by syllables
analogy; Learn vowel teams and vowel-r patterns.

A student can read decodable text, although not ___________;

commonly reads word by word; Read decodable text with fluently
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
theme-related vocabulary. Write and publish first storybooks.

A student can generalize phonics skills to ___________ words,

then uses context as backup; Increase accuracy and unknown
automaticity with high-frequency words and regular words
for reading.

A student is increasing __________ in passge; Decode two-

syllable and three-syllable words, using most common fluency
syllable division principles.

A student recognizes more than 200 _________-______________

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

A student uses context to fully identify the ____________ of

new words; Expand vocabulary at rate of 800 or more words meanings
per year through second grade, then at the rate of 2,000
words per per.

A student can employ beginning comprehension ___________

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

A student can ____________ readable compositions with

capitals, end punctuation, and most words spelled correctly compose
or phonetically; Plan before writing and stick to the plan.

If students are lacking basic phonemic awareness, it is likely

that their needs fit the profile of _____________ learners. prealphabetic

If students have partial phonemic awareness, but not full

phonemic awareness, and are beginning to pair alphabet early alphabetic
letters with sounds, the students may fit the profile of
__________ ________________ learners.

If students have phonemic awareness and can spell each

sound phonetically, but are just learning how printed words later alphabetic
are actually spelled, they are likely in the _________
____________ phase.

If students have phonemic awareness and knowledge of

basic phonics but need to read whole words, syllables, and consolidated alphabetic
morphemes with more fluency, they are probably in the
___________ __________ phase.

One of Ehri’s most important points is that sight word

learning – fast recognition of words – is _____________ by and facilitated
correlated with phonic knowledge, or the ability to match
phonemes and grapheme rapidly and accurately.
The most direct way to measure automatic recognition of
real words is with graded lists, read under ________ and timed and untimed
_________ conditions.

LETRS Unit 3 Session 4 Answers

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 6-8
direct taught through a combination of direct teaching and
play-based experience with manipulatives.

Knowledge of letter names and fluency of letter naming in

Kindergarten are among the best __________ of later reading predictors
success.

______________ of letter naming include; beginning of

orthographic processing;discrimination of confusable letters, Advantages
clues of phoneme-grapheme matching, spelling (orally and
silent) requires memory for letter names.

Early Kindergarten students need daily experiences with

hands on _______________ such as alphabet puzzles; shapes manipulatives
for letter building, sand tracing, whipped cream, sandpaper
or templates for matching wooden or plastic letter shapes.

Before asking young children to hold a pencil and control it

in a small space, teachers by writing large objects or tracing
_________ shapes.

Young learners need __________ guidelines to learn

differences between tall letters, short letters and letters spatial
below the baseline.

When children learn to write individual letters, they are

developing both _____________ (hand movement) and graphomotor and orthographic
________________ (letter recognition) skill.

Effective teaching for writing includes; ___________

descriptions and verbal coaching and showing model letters verbal; arrows
with numbered __________ indicating the sequence of
strokes.

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 _______________ lines and diagnols;

e,s,v,w,x,y,z horizontal

The ____________ of every instructional sequence is accurate,

automatic word recognition, and/or recall of specific words goal
for writing.

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 counterproductive
letter-formation habits.

___________________ procedures are best introduced in

phonics lessons using simple CVC words (e.g., sun, mop, red) Blending
that do not have blends.

Encourage students to begin to blend words silently or in a

__________ before saying the whole word aloud. whisper

LETRS Unit 3 Session 5 Answers

To reinforce the mental habit of using _________ ____________
skills, each lesson should provide practice reading between phonic decoding
15-30 words that have the sound-symbol correspondences
that the students has been taught.

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 closed
sorts are more structure than open sorts and are excellent
for guided practice of a concept that has been taught.

________ sorts are open-ended and therfore more difficult

than closed sorts. Not all words fit into the specified Open
categories; some fit in doesn’t belong.
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 some graphemes 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- word chain
sounding words. Should differ in only one phoneme.

__________ __________ are groups of words that share

recurring rime unit, meaning the vowel and what follows in a Word families
syllable.

Some words have ____________ ______________ which

facilitates word recognition, so it is important to teach word multiple meanings
meanings to beginning readers.

Learning multiple meanings of words ________ up the word

retrieval and word recognition and contributes to both speed
vocabulary development and reading fluency.

Words in ______ are helpful for beginning readers.

context

_____________ _____________ activities in which students must

decide if words belong in the same meaning category are Word classification
also productive for both building the mental dictionary and
reinforcing decoding skills.

LETRS Unit 3 Session 6 Answers

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 True
punctuation).

Which is the best definition of the term sight words?

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 b. They share a spelling pattern. c. Their spellings are
common? Select all that apply. somewhat irregular.

How often should teachers introduce students to new

irregular, high-frequency words? three to five times per week

LETRS Unit 3 Session 7 Answers

Leveled texts are ranked on objective readability criteria,
gradually becoming more difficult as students progress false
through the levels.

If a teacher follows a systematic process for transferring

phonics skills to text, it’s reasonable to expect students to true
read a decodable passage independently after a week of
instruction.

A school library has available a series of lavishly illustrated

predictable texts written in verse. What are the most a. Use them as teacher read-alouds to enhance oral
appropriate ways to use these in the classroom? language and comprehension skills.

Students are reading a decodable text that uses only pattern

words or high-frequency words students have been taught. 95%
What level of reading accuracy is reasonable to expect?

Over the course of a week of phonics instruction, which step

in the Transfer to Text Process is the first that can be phased b. Practice reading skill words in isolation before
out? reading them in a passage.

LETRS Unit 3 Session 8 Answers

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 d. PD to build teacher expertise and provide
development (PD) affects students’ performance outcomes? coaching supports significantly improved student
performance.

Your district has selected a solid, research-based core

instructional program for reading. Which guideline best b. Follow it, but if necessary supplement it, or adjust
explains how an individual teacher should implement this the pacing to meet students’ needs.
program?

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