Exam (elaborations)
LETRS Unit 3 Assessment
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- LETRS Unit 3 Assessment
- Institution
- LETRS Unit 3 Assessment
LETRS Unit 3 Assessment
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LETRS Unit 3 AssessmentWhich 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 good phonics lesson should include opportunities for students to directly
apply the phoneme-grapheme relationships that have been explicitly taught.
Which text type would best provide the practice needed? - -decodable texts
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