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LETRS Unit 3 Assessment
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LETRS Unit 3 Assessment
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LETRS UNIT 3 ASSESSMENTQUESTIONS AND ANSWERS
o 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 of consonant blends? -
blink, frog, twist
Which word group might a teacher include in a lesson focused on reviewing consonant digraphs? - thorn,
show, chase
In a complete phonics lesson of 30-40 minutes, which activity would typically not be included? - 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 to be 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 in kindergarten? -
tracing a model following numbered arrows on lined paper
In Ehri's 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 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 ogood ophonics olesson oshould oinclude oopportunities ofor ostudents oto odirectly oapply othe ophoneme-
grapheme orelationships othat ohave obeen oexplicitly otaught. oWhich otext otype owould obest oprovide othe
opractice oneeded? o- odecodable otexts
Which oof othe ofollowing ois othe obest oexample oof oa owell-designed oword olist ofor oa oword ochaining
oactivity? o- orat, ochat, ochap, ochip, orip, orap
A ofirst-grade oteacher ohas oposted oa oword owall ousing oalphabetical oorder oto olist othe ohigh-frequency
owords othe ostudents omust olearn. oFor oexample, ounder oA oare othe owords oaunt, oalong, oan, oadd, oApril,
oand oabove. oHow ocould othe oteacher obest oensure othat ostudents owill orecognize oand ospell owords othat
obegin owith oa? o- oTeach osystematic odecoding oof osound-symbol ocorrespondences obeginning owith
oshort oa
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