LETRS Unit 3 All Sessions 1-8 (Answered, Complete Solution guide)2023

LETRS Unit 3 All Sessions 1-8 (Answered, Complete Solution guide)2023 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. C. The ability to blend phonemes and graphemes quickly. The term phonics may be used to refer to (select all that apply): - -the system of phoneme-grapheme correspondences that are the basis for an alphabetic orthography. -an essential component (one of the five pillars) of effective reading instruction -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 - -emphasis on reading leveled texts individually -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? - timed reading of learned words Unit 3 - Session 1 represents the two major components of learning to read: word recognition and language comprehension. - SVR The Reading Rope identifies three major strands or subskills that contribute to printed word ; phonological awareness, decoding, and sight word recognition. - recognition is the ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondences. - Decoding To know what the word actually says, the reader must look closely at all the letters and them into sound and sense. - recode awareness emphasizing the strong predictive relationship between phonemic awareness and learning to read an alphabetic writing system. - Phonological is the goal of word study, or the point of learning to decode by phonics and to recognize orthographic patterns, is to develop automatic recognition of words. - Sight Word Recognition The term refers to three different aspects; phoneme-grapheme correspondence, strategy for decoding new words, essential component of reading (one of the five pillars). - phonics Phonics instruction offers a critical for most students in the regular classroom and in intervention programs. - advantage Explicit, , cumulative instruction that teaches students to decode graphemes and blend the corresponding phonemes and/or syllables received stronger suppor in high-level research than other types of instruction. - systematic Phonics may not be with a given student if that student's phonological awareness is seriously underdeveloped because phonemic awareness is the foundation for acquiring decoding skill. - effective Scope and sequence of phonics and word-reading skills determine lesson design and sequence, and type of reading practice. Is what feature of the reading program? - Organization 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 what feature of the reading program? - Content About half the time spent on word work (phonological awareness, phonics, fluency in word recognition), the rest on language and oral reading in K-1. Is what feature of the reading program? - Instructional Time More teacher-led activities; teacher actively leads students through decoding activities and guided practice. Is what feature of the reading program? - Method/Teacher Role Students asked to look carefully at the word, sound it out, check and see if it makes sense. Is what feature of the reading program? - Corrective Feedback Skill building from sounds to words to sentences to text with high percentage of words that have been taught. Is what feature of the reading program? - Types of Practice purpose, practice phonological awareness, review previous lesson, introduce new concept, provide guided practic, provide extended practic, practic dictation, connect to word meaning, read text. - Phonics Lesson Components of a Plan include; state goal and Unit 3 - Session 3 Ehri's Phases Guide Instruction Students are likely to demonstrate one set of phase characteristics before to the next phase, in which the student's approach to reading will be qualitatively different from the previous phase. - graduating Teaching must be to the appropriate student level for growth to occur. - matched practice alphabet matching, naming, and ordering until alphabet letters can be named in random order and put in order. - alphabet letter A student may be aware of how looks - alternating letters, spacing, etc.; practice writing the letters until the alphabet can be written to dictation (model), dictation (no model) and memory. Use lowercase for writing; use uppercase and lowercase for naming. - print A student may not understand the concept of a ; has little phonemic awareness; Gradually build associations between gestures, key words, and speech sounds. Emphasize articulation. - speech sound A student is beginning to match words by initial consonants; Blend the parts of compounds, then syllables, then onset-rime units, then phonemes in one-syllable, simple words. - orally A student may lack knowledge of word or information required to understand text; Build vocabulary through read-alouds, theme units, and expressive language games. Stimulate verbal expression through retelling, structured conversation, and question-response routines. - meaning A student tries to sound out by associating sound with letter and, perhaps, another letter or two; guesses at the rest; Match all sounds on consonant and vowel charts to key words and common spellings. - first A student wants to on context (e.g., pictures, topical knowledge) to guess at words; Blend known phoneme-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. - rely A student begins to read simple with known words; Start to read decodable text with known letter-sound correspondences and high-frequency words. - sentences A student knows some, but not all, names and forms;