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Letrs Unit 7/Letrs Unit 7 Sessions 1,2,3,4,5 and 6/Letrs Unit 7 Assessment Exam Questions and Answers/2023/2024 – A+ Graded £8.59
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Letrs Unit 7/Letrs Unit 7 Sessions 1,2,3,4,5 and 6/Letrs Unit 7 Assessment Exam Questions and Answers/2023/2024 – A+ Graded
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Letrs Unit 7/Letrs Unit 7 Sessions 1,2,3,4,5 and 6/Letrs Unit 7 Assessment Exam Questions and Answers/2023/2024 – A+ Graded

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  • August 31, 2023
  • 8
  • 2023/2024
  • Exam (elaborations)
  • Questions & answers

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  • letrs unit 7letrs unit 7 sessions 12345 and 6

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Letrs Unit 7/Letrs Unit 7 Sessions 1,2,3,4,5 and
6/Letrs Unit 7 Assessment Exam Questions and
Answers/2023/2024 – A+ Graded

LETRS Unit 7
With first-grade students, how much instructional time should be spent on
English language arts? - -2 hours or more

-Teachers should depend heavily on the results of screeners such as
Acadience Reading K-6 Next to determine what skills should be taught to
students. - -false

-By second grade, the most effective approach to teaching reading
comprehension emphasizes: - -all of the above in roughly equal proportion

-Which of the following is not a criterion for high-quality text? - -relevant to
what's going on 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

-Students are more likely to understand a text when teachers incorporate
strategies into their lessons. - -true

-Students using comprehension strategies in small groups is an example of
which strategy? - -cooperative learning

-Which of the following are techniques for summarization? Select all that
apply. - -a. finding the main idea of a text
b. reducing the number of words in a passage
c. paraphrasing
d. identifying redundancies in a text

-Good readers already tend to automatically use comprehension strategies. - -
true

-Comprehension strategies are effective because they (select all that apply): - -
a. enable the reader to "converse" with the author.
b. support mental processes the reader needs to comprehend the text.

, -Failure to comprehend a text can happen at what stage? Select all that apply.
- -a. when trying to understand individual words
b. when trying to understand sentences
c. when trying to understand a series of sentences
d. when trying to understand the logical flow and meaning of the whole
passage

-Aside from making students aware of what they're thinking, what are other
benefits of comprehension monitoring? Select all that apply. - -a. It helps
students be more persistent with a text.
c. It gives students more time to process a text.
d. It lets students know they can do something to address their struggles with
comprehension.

-After asking students what's confusing about a passage, the teacher should
then - -ask a question that might be answered from the text

-The teacher asks a student to explain why someone would sneeze. After the
student tries to explain his thinking, the teacher supports his ideas by - -
thinking aloud and demonstrating a key point.

-The teacher read a section about lungs. Anticipating that students will be
confused, what does she do to support comprehension? - -She asks students
to point to their brain and lungs.

-Visualizations can include (select all that apply) - -a. students sharing their
images with peers.
b. teachers describing what they see with the rest of the class.
d. students creating drawings of what they imagine.

-Since visualizing is based on personal interpretation, it's not necessary for
students' visualizations to have a clear connection to the text. - -false

-Why does the teacher ask students to sneeze? - -She wanted to double-check
to be sure they knew what a sneeze is.

-What types of support best help students with retelling a story? Select all that
apply. - -b. asking students to complete the Story Framework graphic
organizer
c. referring to visuals as the class creates a retell
d. organizing partners to talk about, then write about, a retell

-Basic story elements include the questions (select all that apply): - -a. Who
are the characters?
b. When, where?
c. What happened first, next, last?

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